The main thing about this lesson was that I drastically needed to shorten it. I really wanted to explore using Facebook for a historical figure, but if I used it in the classroom I would want it to be an assessment aspect of a larger unit. To accommodate this I did not include the citations since they only have time to look at one or two sources. I also had them present as their assessment instead of going by the rubric (since they may not have had all things done in 20 minute worktime limit). They spoke about what they learned and showed it very well. I think the presentations actually worked much better and I would include them in the assessment portion of my larger unit project. Overall, I learned that students can have fun and be creative while still learning about their figures this way. I loved it!
This video worked very well to add some understanding of google docs and was incorporated into my lesson to scaffold since we had less time:
My students completed the objectives and goals through researching and creating a Facebook for specific historical figures listed under my standards. They learned about research and synthesized what they found in their google doc template. This clearly showed their learning and the presentations were even further proof.
Modifications I made included pausing the introductory video to be sure students were caught up, going around and individually answering questions/addressing global questions, and, of course, shortening the lesson. I felt that students were engaged and the technology was familiar. Along with my help with some google docs confusion, it all went very well.
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