Fakebook Lesson Plan

College of Saint Mary
Lesson Plan Format

LESSON/ACTIVITY INFORMATION
Title: Fakebook- Unit Project
Your name:
Age or Grade
Janeth Cano
Level:
Spanish Level
III
Integrated
Disciplines/Su
bjects:
Spanish
Technology
Time frame
for Lesson:
90-minute
period
STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Standards:
Standard 1.3: Students convey information, concepts, and ideas to listeners and
readers for a variety of purpose.
Standard 2.2: Students demonstrate an understanding of the relationship between
the perspectives and products/ contributions of the cultures studied.
Standard 4.2: Students recognize that cultures use different patterns of interaction
and can apply this knowledge to their own cultures.
Objectives:
By the end of the lesson, students will be able to apply the information used
throughout the unit by creating a fake facebook profile to demonstrate their
grammar concepts and vocabulary from the unit being used correctly in a
Spanish speaking context.
Assessment:
Students will be assessed based on their fakebook profile through the use of
a rubric.
Materials:
Computer with internet access for each student
Class tools fakebook profile on-line template:
http://www.classtools.net/FB/home-page
Rubric
Sample template
LESSON PROCEDURES
Anticipatory Set:
Teacher will begin talking to students about a family event that happened during the
weekend that caused big drama within the family. Teacher will exaggerate to get
students attention and will refer famous celebrities as family members.
Teacher will then show students the Fakebook sample template she created around this
event. Teacher will guide students through analyzing the Fakebook and identifying
vocabulary and grammar concepts from the Unit. Teacher will make a list of items
identified by students on the board.
Procedure
Teacher will do:

Teacher will guide students
through anticipatory set.
Once anticipatory set it done,
teacher will introduce unit
project.
Teacher will hand out rubric
to students and ask for
questions to clarify
instructions/ expectations.
Teacher will allow 30 minutes
for students to work on the
rough draft of their
sentences.
After 30 minutes is up,
teacher will transition
students to work with their
shoulder partner to peer-edit
their sentences.
Teacher will allow 15 minutes
after peer-editing for
students to complete their
final draft of sentences.
Teacher will use the projector
connected to her computer to
demonstrate how students
will use the fakebook on-line
template for their project.
Student will do:

Students will participate in
anticipatory set.
Students will read through rubric,
listen to teacher explain
instructions/expectations and
then ask for clarification as
needed.
Students will use work-time to
work on their rough draft for the
project by following the rubrics
guidelines.
Students will transition into
working with a shoulder partner
to peer-edit their sentences.
Once peer-editing time is over,
students will transition back into
individual work to complete their
sentences.
Once work-time is over, students
will observe as teacher explains
the procedure/instructions and
expectations for working on the
fakebook on-line template.
Students will ask clarifying
questions as needed.
Students will use the remainder
of the time to work on their
Teacher will answer questions

to clarify
procedure/instruction and
expectations.
Teacher will allow the
remainder of the time for
students to work on their
fakebook profile.
During work-time, teacher
will walk around to ensure
students are on task and to
answer questions as needed.
fakebook profiles.
Students will ask for questions as
needed throughout the worktime.
Students will submit their
fakebook profile link to on-line
drop box for teacher to grade.
Closure:
Before bell rings, teacher will lead students in short game of vocab-ball to review
vocab used throughout the unit and in their project.
Differentiation:
English-Spanish dictionaries should be available for students who need the extra
help. Extended time may also be permitted for students who need more time to
work on the project.
LESSON CONTENT AND STRATEGIES

Content Knowledge:
Through this project, students are able to use technology to create a project that
enables them to apply grammatical concepts and vocabulary learned
throughout the unit. Because this is an individual on-line project, it also allows
students to work on their own pace and to incorporate personal aspects into the
project as opposed to using a hand-written test with little room for creativity.
Teaching Methods/Strategies:
Guided review, whole-class discussion, individual work, peer-editing, technology
incorporation
REFLECTION
This project proved to be a great way to evaluate students understanding of
the units grammar concept and vocabulary. Because all of the information
for the sentences was created by the students without prompts or guides, I
was able to really see how much students understood of sentence structure
and application of grammar concepts, as well as using their vocabulary in a
meaningful and accurate form within context. Students were also able to
show their understanding of culture by following the social norms of how
they communicate within the culture and describing family events.
The students were very engaged throughout the lesson and were excited
about the similarities between the fakebook profile and Facebook. Students
had a lot of fun coming up with the drama that occurred within the family
and they were able to explore different ways of using grammar and
vocabulary from the unit within context.
For future lessons, extra time may be considered as students were rushing in
the end to finish project. 45-minute may be added to the lesson to give more
time for teacher feedback and for student work.
Instructions
For this activity you will be working with a partner to create a fake facebook profile
in which you will be communicating with family members about a certain event that
happened.
Here is the information you will need:
Steps:
1) Read the following sentence to figure out your family relationship in Spanish to
each of the people named.
Yolanda Rubio is your mom. You have a sister named Evelyn. Your mom married Jos
Coln after divorcing your dad. Jos has a daughter named Lisa from his previous
marriage. Yolanda and Jos have a son named Alonso together.
Yolanda Rubio Jos Coln Alonso Coln Lisa Coln-
Evelyn Zavala2) Choose a family from the ones we discussed throughout the unit, come up with at
least 1 sentence as a reaction from each of the people on your family to your
chosen event. These will be their fakebook posts on your profile.
3) You must reply with at least one comment on each of the posts from your
family.
4) Once you are done with your posts and comments, go back and make sure your
sentences are complete with appropriate grammar and punctuation and that you
have at least 5 verbs in the present progressive tense correctly.
Webpage:
www.classtools.net/FB/home-page
How to save:
After you have made 5 posts to your page, you will be able to save it by
clicking the save button on the top left corner of the page.
It will ask you to create a password to be able to edit your page later SAVE
THIS PASSWORD
o Make sure the password is short and easy to remember ( 6 letters max)
Next, it will give you a link to your page COPY THIS LINK AND EMAIL IT TO
(teacher email)
Once you are finished with all your posts, you can go back and customize it
Keyboard Punctuation Cheat-Sheet
Alt + 130
Alt + 160
Alt + 161
Alt + 162
Alt + 163
Alt + 164
Alt + 168
Alt + 141

Fakebook Lesson Plan

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College of Saint Mary

Lesson Plan Format

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Teacher will do:

Student will do:

Teacher will answer questions

LESSON CONTENT AND STRATEGIES

Keyboard Punctuation Cheat-Sheet

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