“OzBook”
Contact Information:
Sasha DaCosta
Title:
“OzBook” The Wizard of Oz Fakebook Activity
Primary Subject Area and Grade Level:
English Language Arts/ Grades 3-5
Overview:
The goal of this lesson is for students to describe characters in a story and explain how their actions contribute to the sequence of
events. Students will describe in depth a character in The Wizard of Oz drawing on specific details in the text. Students will consider
a character’s thoughts, words, and/or actions when creating their Fakebook profile for their character. By interacting with each others
characters Fakebook, they will be using skills of comparing and contrasting characters, settings, or events in The Wizard of Oz
drawing on specific details in the text. Students will take into consideration how characters interacted in The Wizard of Oz in order to
compare and contrast.
Approximate Duration:
Two days of 50-60 minute sessions
Class Format:
Fully face to face with some online components in the classroom, peer collaboration with teacher facilitation
Danielson, 1b
Common Core Educational Technology Standards Addressed:
LAFS.5.RL.1.2, LAFS.K12.R.1.3, LAFS.5.RL.1.3
Interdisciplinary Connections:
Literature, Technology, Writing, and Reading
Prior Knowledge:
-Students will have read The Wizard of Oz novel.
-They will have finished their character journal they kept during the reading of the novel.
-Students will know how to refer to text information that relates to a specific aspect of either the relationship between characters,
settings, events or conflicts.
Outcomes/Objectives:
Students will:
-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of
events.
-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
-Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in the text (e.g., how
characters interact).
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- Determine a theme of a story from details in the text, including how characters in a story respond to; summarize the text.
Technologies and Other Materials /Resources:
-
Fakebook Homepage
Novel, “The Wizard of Oz” by L. Frank Baum
Computer access for teacher and each student
Completed Character Journals
Fakebook Tutorial
Wizard of Oz plot summary
Fakebook Rubric
Index cards (thinking cards)
Printer
Instructor needs a phone or device for ringtone and timer during Fakebook posting on Day 2.
Comprehension Worksheet for students in remediation. (From www.education.com/worksheets)
Fakebook Template (https://www.teacherspayteachers.com/Product/Fakebook-Create-Your-Own-Facebook-Profile-
530413)
Activities/Tasks (Lesson Procedure):
Lesson Procedure:
Day 1
Introduction/Gain
Attention/Ice
Breaker
(2 minutes)
The Teacher Will:
Say: “Red Robin”
The Student Will:
Respond by saying: “yummmmm!”
“Who here has heard of Facebook?”
Respond by raising hand.
“Who here has there own Facebook?”
Respond by raising hand.
Outcomes and
Relevance
(Less than 1
minute)
“We have finally finished reading The
Wizard of Oz and you all have
completed your character journals.
Now we will be describing in depth the
characters and their interaction with
each other”
Motivating
Introduction
(1 minute)
“How would you like to create a
Fakebook for your character? Go ahead
and take out your character journals.
Today you will learn how to make a
Fakebook and develop your very own
for your character. Tomorrow you will
walk around to different Fakebook
profiles and add posts, pictures, videos,
and comments.”
Content of Lesson
(30 minutes)
“Let’s get started by watching this
tutorial video on how to make a
Fakebook”
https://www.youtube.com/watch?v=N
mBS_G2kHd4
“Now that we have learned how to
make a Fakebook, go ahead and sit at
your assigned computer stations. Type
in the website written for you on the
board. On the Classtools website is
Take out their character journals.
Move to their computer stations and type
in the website
http://www.classtools.net/FB/home-page
another tutorial if you need to learn
more about creating your Fakebook
profile. The other website listed on the
board
(http://en.wikipedia.org/wiki/The_Won
derful_Wizard_of_Oz) is to refresh
your memory on the plot summary.”
(The Wizard of Oz Wikipedia website
is provided for those in the class with
special needs and ESL)
“I will keep the rubric for the
assignment on the whiteboard/projector
so that you are aware of what exactly is
expected.”
https://docs.google.com/document/d/1i
J-JR22bhF5C0I3t_m8OzDYzZutG2yfgvPfpuUJOs/edit?usp=sharing
As students are working on their
character’s Fakebook profile, walk
around the class. Make sure students
are on task and offer any assistance to
those students who need it. Allow them
to work on their profiles for 20
minutes.
Work on creating their character’s
Fakebook profile at their seats quietly.
Add finishing touches and save work.
At the 20 minute mark say:
“Okay let’s wrap it up. Five more
minutes. Make sure you save your
profile and copy down your link.”
Closure and
Review
(15 minutes)
“You all have completed your
character’s Fakebook profile…Where
are we going with this lesson
tomorrow?”
We’re going where?
This closure activity will allow
students to predict tomorrow’s lesson.
(Yes, it was said during the motivating
introduction, but this lets the teacher
see who was paying attention.)
There may be multiple responses.
Raise hand to be called on.
Student Responses:
-“Walk around to different Fakebook
profiles.”
-“Add posts”
-“Add pictures”
-“Add videos”
-“Add comments.”
“Exactly, tomorrow you will get to go
around to different computers and post
to different Fakebooks. You can post
as your character or other characters in
The Wizard of OZ.”
Higher Level
Thinking Skills
Noted
Pass out thinking cards (index cards) to
each student and tell them: “Write
down what you think about the
question I am writing on the board.
How did the Scarecrow, the Tin
woodman, and the Cowardly Lion
Write down their response to the HOT
question and bring it in with them
tomorrow.
show wisdom, love, and courage
BEFORE the Wizard rewarded them?
Bring in your thinking cards tomorrow
for us to start our lesson.”
Day 2
Introduction/Gain
Attention/Ice
Breaker
(2 minutes)
Content of Lesson
(35 minutes)
The Teacher Will:
Say: “Red Robin”
“Yesterday you all made a Fakebook
for your character from The Wizard of
Oz. Today, you all get to be your
character and post on each other’s
walls. Think about how did they get
there, who did they meet, what
problems did they encounter, and how
do they get home? Take out your
thinking card from yesterday and think
about your response while posting to
different character’s Fakebooks.”
“Let’s move to your computers and
pull up you Fakebook that you created
yesterday”
The Student Will:
Respond by saying: “yummmmm!”
Type in link they saved and pull up their
character’s Fakebook.
During this time, walk around and help
those who have trouble pulling up their
page.
Once every student has his or her
profile pulled up, proceed.
“Here are the directions for this
exercise. You will be graded on use of
class time. Make sure you stay on task
and don’t disrupt others. Use your
creativity and get into character. You
can also create comments underneath
posts from other characters in the book.
You will move to the next computer
after 2 minutes. When you hear this
ringtone (preview ringtone with the
class), it is time to move to a different
profile. Now let’s Fakebook!”
After directions are explained, move to
different computer.
After the tone, move on to different
computer.
Allow 30 minutes for students to post
on each other’s profiles with 2 minute
to switch computers.
“Okay class, now that you are back to
your profile, make any finishing
touches you want to make before
printing them out for me.”
Closure and
Review
(10 minutes)
“Not only were you responsible for the
content on your Fakebook profile, but
you all got to collaborate on each
others profiles. Now let’s share out
some of the posts you made today.
Finish profile, save, and print.
Stand.
Once called on, share his or her favorite
post or comment she made on another
profile today.
After sharing, sit until everyone has had a
Everyone stand up and when I call on
you, share your favorite post or
comment that you wrote on someone’s
Fakebook. Once you have shared, you
can sit down.”
chance to share.
Relevance/Rationale:
Students can define and identify the elements of plot structure. Students can explain how plot is developed through key events
experienced by a character. Students can evaluate the details of a text to determine key moments of plot that also caused change in a
character. Students will need all of these skills throughout their academic career, as they are common core standards.
Assessment Criteria for Success:




Formative assessment will be done through observations during the Fakebook profile activity.
The Fakebook profile activity will be used as a summative assessment.
Mastery will be proven through a successful completion of rubric criteria to 90% accuracy.
Fakebook Rubric
Explorations and Extensions:
1. EXPLORATION: Encourage students to write their own original Oz story. They can make themselves the main character and they
will have to include: How did they get there? Who did they meet? What problems did they encounter? How do they get home?
2. EXTENSIONS: Students requiring additional support will fill out a Comprehension worksheet printed out by the instructor. The
worksheet comes with an answer key for the instructor. With this reading comprehension page the student will get to read a portion
of the story, and then answer a few quiz questions about the passage. This will help them focus on the characters and plot.
Modifications/Accommodations and Access for All:
-Students needing assistance with computer skills may complete their Fakebook page on a printed out template. Fakebook Template
-ELL and ESE students may be paired with peers to work on the Fakebook profile activity.
-Students in need of timing accommodations will be given more time to complete the activity and allowed frequent breaks.
-The Wizard of Oz plot summary is provided for students to check for understanding.
-Grading is subject to different standards than general education, such as based on IEP goals.
Meaningful technology Integration Explanation:
This lesson of creating a Fakebook profile for a Wizard of Oz character provides an increased level of student engagement. Fakebook
is a way for students to learn about the characters in a way that they can personally connect to. In regards to humanism, this lesson
calls for students to make their own choices about their character and character development and it is their responsibility to come up
with the content to add. Students will be posting on behalf of literary characters and gaining a sense of how they act and think
throughout the novel. They can create conversations in their own words between characters pertaining to the plot. They will think
about who is friends with whom and why, and what they all say to each other. This lesson provides them with the opportunity to
build information literacy and skills that are used in today’s society. This learning experience will offer them opportunities for
differentiation because they can not only add pictures and videos, but they can fill their about me section with favorite foods, colors,
hobbies, etc. that the character may have according to their perception or impression of the character. Not only does this give
students a different approach to address their individual learning styles and abilities and present their learning, but with Fakebook
they are able to collaborate as part of a social media where they can post their profile to a gallery and browse the works of others.