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”

Enduring Understandings

Essential Questions

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

cultural understanding?

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:

  • interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
  • develop cultural understanding and global awareness by engaging with learners of other cultures.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

  • create original works as a means of personal or group expression

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

  • advocate and practice safe, legal, and responsible use of information and technology.

AASL Standards

Standard 4: Learners use skills, resources and tools to pursue personal aesthetic growth.

Related Skills:

  • Read, view, and listen for pleasure and personal growth.
  • Read widely and fluently to make connections with self, the world, and previous reading.
  • Respond to literature and creative expressions of ideas in various formats and genres.
  • Use social networks and information tools to gather and share information.
  • Use creative and artistic formats to express personal learning.

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...