Social Media - Facebook

Introduction

 

Welcome: Social Media - Facebook

Description: The WebQuest is based on the topic Social Media, specialized on Facebook. It aims to help students get familiar with the useful language and grammar they need to discuss about this issue. Social media is a large part of our students' daily lives. As they move along with this WebQuest they will be able to learn things about technology and its effect on them.

Grade Level: year 8 (ESL)  

Subjects: English (as a second language)

Author: Romana Rattensberger

Task

By working through the WebQuest you have to complete the following tasks:

 

Task 1: Write an interpretation of the poem "Look Up" by Gary Turk and upload it to our online classroom.

 

Task 2: Create a PowerPoint slide show with 15 facts about Facebook that you find most interesting for your age group.

 

Task 3: Write an article for a school magazine. You can choose between the topics:

Mark Zuckerberg/History of Facebook

 

Task 4: "Safebook": Create a Facebook Safety Guide for users of your age group to be uploaded to our online classroom.

 

Task 5: Feedback, presentations, reflection

Process
 
Task 1: "Look Up"
  • Visit the web site:

http://garyturk.com/portfolio-item/lookup/

  • Watch the video of Gary Turk's poem "Look Up"
  • Get together in groups of four and discuss the video by answering the questions of the interpretation guideline below - verbally!!!
  • Copy and paste the following vocabulary wordle into a word document. Under the picture insert a table with three columns:
    new word (left)
    definition (middle)
    context (right)
  • Save the document as "LookUpVocab" 
  • Insert the names of your group members in the footer of your document.
  • Start reading aloud the lyrics of the poem

http://garyturk.com/portfolio-item/lookup/

  • stop after each paragraph to check for the new words and finally type them into your vocab chart. Feel free to add more words than given on the wordle, if necessary. You are allowed to use online dictionaries (e.g. www.leo.org).
  • Print out your document for every groupmember and send it as an e-mail to rrattensbgr@gmail.com or english.homework@gmx.at.
  • Write an interpretation of the poem "Look Up" by Gary turk and upload it to our online classroom. You can either write the interpretation based on your own ideas and feelings about the poem or you can choose the following questions as a guideline. The length should be about 1 page in MS word, double-spaced, in 12 font, Arial. All the best!!! 
 “Look Up” by Gary Turk - interpretation guideline:

IF YOU WOULD LIKE TO USE A HELP SHEET - PLEASE GET IT FROM YOUR TEACHERS!!!

  1. According to the speaker, is social media good or bad? Why?
  2. Do the number of friends on your Facebook page show how sociable you are? Explain your answer.
  3. Identify the purpose of the text.
  4. What message is the speaker trying to communicate?
  5. Why did the creator choose a video format? Had it been an article, would it have had the same impact on you?
  6. In what way does the background music work?
  7. Which sentence left a strong impact on you? Justify your choice.
  8. What simile does the speaker choose to describe this generation?
  9. What does the speaker want us to look up at? What does he mean?
  10. How is rhyme effective?

 

 

 

 

Task 2: Facebook facts
 
  • Work in pairs.
  • Klick the following link and read through the slide show.

http://www.factslides.com/s-Facebook

  • Then watch the following video.
  • While reading the slide show and watching the video, create a mind map with the headline "Facebook-facts".
  • Fill in 15 facts that most caught your and your partner's attention and that you think are most interesting for your age group. Work with www.leo.org to clarify words that you do not understand. Write these words and their definitions into your glossar.
 

https://www.youtube.com/watch?v=Zc28hw2QnlQ

 

 

  • Finally create a slide show on Microsoft PowerPoint including your 15 facts, your names on the front page, pictures (for free use), and background music. Feel free to be creative!!! 
  • You are going to present your slide show to your classmates by the end of the project.
  • Please save your slide show as "FacebookFacts" and send it to upload it to our online classroom.

 

 

 

 

Task 3: Mark Zuckerberg/History of Facebook

 IF YOU WOULD LIKE TO USE A HELP SHEET PLEASE GET IT FROM YOUR TEACHERS!!!

  • Today you are going to work alone.
  • Visit the following link:

http://www.biography.com/people/mark-zuckerberg-507402

  • Read through the text by using the following highlighting rules:

Highlighting Rules:

Less is more:

Only highlight key text elements. Decide carefully what is “highlight-worthy” or not.

Use different colors:

Color 1: Highlight key text elements that refer to “Mark Zuckerberg”

Color 2: Highlight key text elements that refer to “History of Facebook”

Power words:

Reading is a great way to grow your vocabulary! Circle words that you don’t know and want to look up.

Make it personal:

Annotation isn’t just about identifying text elements and completing the assignment. It’s a great way to record your personal reactions to the text. Use a pencil.

 

  • After working through the text write an article for a school magazine. You can choose between the two topics:
    • Mark Zuckerberg
    • History of Facebook
  • Think carefully about the layout that an article in a magazine could have. Feel free to google for ideas.
  • You may insert pictures and quotes and your work should be designed on a full DIN A4 page.
  • Upload your article to our online classroom so that all your classmates can read it (as a post). All the best!!!

 

 
 
Task 4: "Safebook"

 

  • Get together in groups of four.
  • Your task is to create a Facebook Safety Guide for our school website.
  • Start watching the following videos and take notes.
  • Discuss the videos and your notes and clarify vocabulary if necessary.
  • Your safety guide should be designed as a poster (see example below: "Safebook").
  • You can choose the program and format as you like.
  • Choose safety tips that you consider as most important for your age group.
  • Upload your version to our online classroom so that everyone can see it. 
  • Finally, check your privacy settings on your personal Facebook account and edit if necessary. All the best!!!
 

https://www.youtube.com/watch?v=yrln8nyVBLU

 

https://www.youtube.com/watch?v=drVwRIR5nEc

 

https://www.youtube.com/watch?v=Sg0oYQziKPA

 

 

 

Task 5: Feedback, presentations, reflections

 

  • #Task 1: Get back together in groups of four as you worked on task one. Find a partner group in order to give feedback on each others interpretations. Write your feedback  under your partner group's interpretation in our online classroom. In order to write a good feedback watch the following slide show before you start:

http://de.slideshare.net/aquaglia/giving-peer-feedback-8992120

  •  #Task 2: present your PowerPoint slide shows in front of your class (SPAKING)

 

  • #Task 3: your articles will be graded by the teacher according to our usual writing rubric as you can see in the evaluation section. (WRITING)

 

  • #Task 4: present your Facebook Safety Guide in front of your class (SPEAKING)

 

  • #Task 5: As a final act of this WebQuest, write a reflection about your experiences with this WebQuest in a post in our online classroom. For example, you can write about:

 

  • Did you enjoy the WebQuest or not- give reason.
  • Did you have any difficulties - what kind of support would have been useful?
  • What did you like best?
  • What did you not like?
  • What have you learned by doing this WebQuest?
  • Cooperation during group work.
  • ...

Respond to at least 3 reflections of your classmates.

Your reflections will be graded by the teacher according to our usual writing rubric as you can see in the evaluation section. (WRITING)

 

The End!!! - Congratulations:)

 

Evaluation

By working through the WebQuest you have to complete the following tasks:

 

Task 1: Write an interpretation of the poem "Look Up" by Gary Turk and upload it to our wiki.

Group work - peer feedback (for instruction see task 5 in the progress section)

 

 

Task 2: Create a PowerPoint slide show with 15 facts about Facebook that you find most interesting.

Presentation of your slide show in front of the class (4 points: design, 4 points: creativity - IT)

 

Task 3: Write an article for a school magazine. You can choose between the topics:

Mark Zuckerberg/History of Facebook

Article will be graded according to the following rubric - English: 

http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

Task 4: "Safebook": Create a Facebook Safety Guide for users of your age group to be uploaded to our wiki.

Presentation of your Safety Guide in front of the class. (4 points: design, 4 points: creativity - IT)

 

Task 5: Feedback, presentations, reflection

As a final act of this WebQuest write a reflection (about 120 words) about your experiences with this WebQuest in our google group discussion forum. For example, you can write about:

  • Did you enjoy it or not- give reason.
  • Did you have any difficulties - what kind of support would have been useful?
  • What did you like best?
  • What did you not like?
  • What have you learned by doing this WebQuest
  • Cooperation during group work.

...

Respond to at least 3 reflections of your classmates.

 

Reflections will be graded according to the following rubric - English: 

 

http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

 

Teacher Page

Curricular Unit:

Social Media – Facebook

 

 

Quick Look

Grade Level:

8

Time Required:

250 minutes

Subjects:

English (ESL), IT

 

Related Curriculum

Subject Areas:

  • Social Media
  • Facebook
  • Microsoft Word and PowerPoint
  • Working with wikis and Google groups

Lessons:

  • „Look Up“
  • Facebook facts
  • Mark Zuckerberg/History of Facebook
  • „Safebook“
  • Feedback, presentations, reflections

Activities:

  • Poem Interpretation and critical thinking about influence of social media on students’ lives
  • Creating a PowerPoint slide show about interesting Facebook facts
  • Writing an article for a school magazine about Mark Zuckerberg/History of Facebook
  • Creating a Facebook Safety Guide
  • Presentation of students’ work

 

IT – Connection

  • Creating a slide show in Microsoft PowerPoint
  • Uploading files to a classroom wiki/online platform
  • Creating documents in Microsoft Word
  • Creating a Flyer/Poster with various programs
  • Design/Layout
  • Presenting topics supported by new media
  • Working with online discussion boards like Google Groups

 

Summary

The Unit is presented in a WebQuest, which is based on the topic Social Media and is specialized on Facebook. It aims to help students get familiar with the useful language and grammar they need to discuss about this issue. Social media is a large part of our students' daily lives. As they move along with the WebQuest they will be able to learn things about technology and its effect to them and further, think about it critically.

 

Educational Standards

Common Core Learning Standards for English Language Arts/Literacy Standards

  • Anchor Standards Reading
  • Anchor Standards Writing
  • Reading Informational Text: Grade 8
  • Writing: Grade 8

 

 

 

Unit Schedule

Session/Task 1:

Write an interpretation of the poem "Look Up" by Gary Turk and upload it to our wiki.

Session/Task 2:

Create a PowerPoint slide show with 15 facts about Facebook that you find most interesting.

Session/Task 3:

Write an article for a school magazine. You can choose between the topics:

Mark Zuckerberg/History of Facebook

Session/Task 4:

"Safebook": Create a Facebook Safety Guide for users of your age group to be uploaded to our wiki.

Session/Task 5:

Feedback, presentations, reflection

 

 Lesson Plans:

 

WebQuest Social Media- Facebook

Session 1/Task 1 – Lesson Plan

“Look Up”

Objectives:

By the end of the session learners will...

  • Think critically about their use of social media/Facebook.
  • Learn to discuss about a topic with peers by sticking to prompts given.
  • Demonstrate how to upload a piece of work to an online platform.
  • Demonstrate how to write an interpretation of a poem based on their own ideas or with the help of prompts given.
  • Be able to use specific vocabulary when talking about social media/Facebook.
  • Organize groups and group work themselves and work collaboratively on a task.

Common Core Standards:

  • CCSS.ELA-LITERACY.W.8.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-LITERACY.W.8.6
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Preparation:

  • book computer room
  • create WebQuest
  • create a wiki and invite students to the wiki

Materials/Recourses:

Instruction Outline:

  • Teacher needs to introduce the WebQuest and its tasks on the projector.
  • Teacher may assist with the technology used

Assignment and Activities:

  • Students write an interpretation of the poem “Look uP” by Gary Turk based on their own ideas or with the help of prompts given.
  • The detailed activity plan is listed in the WebQuest (Progress).

Evaluation:

  • Students get together in groups of four as they worked on task one.
  • They find a partner group in order to give feedback on each other's interpretations.
  • They write their feedback  under their partner group's interpretation in our wiki.
  • In order to write a good feedback they watch the following slide show before they start: http://de.slideshare.net/aquaglia/giving-peer-feedback-8992120
  • Detailed grading information is presented in the WebQuest (Evaluation).

 

WebQuest Social Media- Facebook

Session 2/Task 2 – Lesson Plan

“Facebook facts”

Objectives:

By the end of the session learners will...

  • Know specific facts about social media/Facebook.
  • Demonstrate how to create a slide show in Microsoft PowerPoint.
  • Learn how to collect important facts in a mind map.
  • Learn how to use online dictionaries successfully.
  • Demonstrate how to send documents as an e-mail attachment.
  • Think carefully about what facts will be important for a certain age group and filter information.

Common Core Standards:

  • CCSS.ELA-LITERACY.RI.8.1
    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RI.8.4
    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • CCSS.ELA-LITERACY.RI.8.9
    Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Preparation:

  • book computer room
  • create WebQuest

Materials/Recourses:

Instruction Outline:

  • Teacher introduces www.wetransfer.com in order to send large files via e-mail.
  • Teacher may assist with technology used.

Assignment and Activities:

  • Students create a PowerPoint slide show about impressive Facebook facts, which they are going to present to their classmates.
  • The detailed activity plan is listed in the WebQuest (Progress).

Evaluation:

  • Students present their slide shows to the class and get feedback from peers and the teacher.
  • Detailed grading information is presented in the WebQuest (Evaluation).

 

WebQuest Social Media- Facebook

Session 3/Task 3 – Lesson Plan

“Mark Zuckerberg/History of Facebook”

Objectives:

By the end of the session learners will...

  • Learn a new reading strategy for finding important information in a text ( highlighting).
  • Demonstrate how to summarize the main ideas of a text.
  • Demonstrate how to create a layout for an article in a school magazine in Microsoft Word.
  • Learn about the history of Facebook and its founder Mark Zuckerberg.
  • Learn specific vocabulary when talking about Facebook.
  • Demonstrate how to upload a document to an online platform.

Common Core Standards:

  • CCSS.ELA-LITERACY.W.8.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-LITERACY.W.8.6
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • CCSS.ELA-LITERACY.RI.8.4
    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Preparation:

  • book computer room
  • create WebQuest

Materials/Recourses:

Instruction Outline:

  • As students work alone during this session, teacher needs to check if less gifted students are getting along well.
  • Teacher may assist with the technology used.

Assignment and Activities:

  • Students write an article for a school magazine based on an online article. They can choose between the topics: Mark Zuckerberg/History of Facebook
  • The detailed activity plan is listed in the WebQuest (Progress).

Evaluation:

  • Students upload their articles to our wiki and they will be graded by the teacher.
  • Detailed grading information is presented in the WebQuest (Evaluation).

 

WebQuest Social Media- Facebook

Session 4/Task 4 – Lesson Plan

“Safebook”

Objectives:

By the end of the session learners will...

  • Have a better knowledge of how to use Facebook safely and critically.
  • Think carefully about which safety tips are important for a certain age group.
  • Make adjustments in their Facebook privacy settings.
  • Demonstrate how to create a flyer with Facebook Safety Tips.
  • Define the key words and phrases associated with Facebook.
  • Demonstrate how to upload a document to an online platform.
  • Be able to organize groups and group work themselves and work collaboratively.

Common Core Standards:

  • CCSS.ELA-LITERACY.W.8.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-LITERACY.W.8.6
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • CCSS.ELA-LITERACY.RI.8.4
    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Preparation:

  • book computer room
  • create WebQuest

Materials/Recourses:

Instruction Outline:

  • Students should be comfortable with the WebQuest by now.
  • Teacher may assist with the technology used.

Assignment and Activities:

  • Students write an article for a school magazine based on an online article. They can choose between the topics: Mark Zuckerberg/History of Facebook
  • The detailed activity plan is listed in the WebQuest (Progress).

Evaluation:

  • Students create a Facebook Safety Guide for users of their age group to be uploaded to our wiki.
  • Detailed grading information is presented in the WebQuest (Evaluation).

 

WebQuest Social Media- Facebook

Session 5/Task 5 – Lesson Plan

“Feedback”

Objectives:

By the end of the session learners will...

  • Demonstrate how to give positive feedback to other students’ work.
  • Demonstrate how to present a PowerPoint slide show to the class.
  • Demonstrate how to present their Facebook Safety Guide to the class.
  • Learn to write a reflection about their experience with the WebQuest in an online discussion forum.
  • Think critically about what they have learned by working through the WebQuest.
  • Respond to reflections of their peers.
  • Learn specific vocabulary when talking about Facebook.

Common Core Standards:

  • CCSS.ELA-LITERACY.W.8.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-LITERACY.W.8.6
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Preparation:

  • book computer room
  • create WebQuest
  • create a “new topic” in our Google group for student’s reflections

Materials/Recourses:

Instruction Outline:

  • Teacher needs to organize the order of students’ presentations.
  • Teacher may assist with technology needed for presentations.

Assignment and Activities:

  • Students write a reflection about their experiences with this WebQuest in our Google group discussion forum and respond to at least 3 reflections of their classmates.
  • The detailed activity plan is listed in the WebQuest (Progress).

Evaluation:

  • Students write their reflections into our online discussion. They get responses by peers and the reflections will be graded by the teacher.
  • Detailed grading information is presented in the WebQuest (Evaluation).