COETAIL Course 5 Final Project UBD Plan
Unit Title: LIS Reads - LIS Lê Game On!
Grade Level: MYP & DP Students
Duration: Break & Lunch for February to May
Brief Unit Summary: Student participation in the school wide LIS Reads - LIS Lê program will be enhanced through the use of gamification and technology. Students will create, license and share work related to LIS Reads - LIS Lê texts and themes and connect with authors and readers beyond the sometimes isolating walls of LIS.
Stage One: Desired Results
In our first three months of LIS Reads - LIS Lê (September to November), we had good participation in the sense that students were reading the books and attending our monthly celebrations/book club discussions. You can see an example of these celebrations in the secondary library post LIS Reads: The Wonder of “Wonder”. However, these activities were mainly paper based and mostly one-off events. I am hoping to make LIS Reads - LIS Lê a ubiquitous part of school culture.
The desired results are:
Community - LIS & the World
Grow a “Creator Culture”
There are rights and responsibilities associated with the use, creation, remixing and sharing of information on the Internet.
Social Media facilitates global connections.
Reading expands understanding of the world, its cultures and oneself
How can I ethically use the work of others to create something new?
How do I respect author’s rights?
How do I protect my work and ensure it is shared/used in the manner I intend?
How can I use social media to connect with experts?
How can I use social media to develop my
How can I use social media to connect my work with a global audience?
How can reading develop cultural understanding?
How can reading connect me with my peers?
Standards and Outcomes
For this, I’ve identified a selection from ISTE NETS and the AASL Standards for the 21st Century Learner. While I personally prefer AASL’s standards due to their inclusion of reading related standards, COETAIL has endorsed ISTE NETS and my school hasn’t chosen a set of Information/Technology/Literacy standards. Therefore, I felt it was best to choose a sampling.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
Standard 4: Learners use skills, resources and tools to pursue personal aesthetic growth.
Stage Two: Assessment Evidence
I won’t be evaluating their work per say. No rubrics here! Rather, the assessment will be mostly “did it happen”? Each task has criteria and it counts for house points if it meets the criteria.
Stage Three: Learning Plan
The Plan - (Oh, how things changed)
February: Introduce LIS Reads - LIS Lê House Competition through a series of weekly challenges
March, April and May challenges
Assess Student Interest and Participation Levels to determine future challenges. Introduce badges if interest is high to allow specialization in certain areas. Possibilities include:
The possibilities are were endless...