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Naomi CSC Ubd Outline
Naomi CSC Ubd Outline
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Understand by Design Framework
Code.org Lesson Plan Template
Module Overview
Opportunity
By using ”the Hero’s Journey” framework students will be able to create a “choose
your own adventure” narrative in Sprite Lab, with clear event sequences, that follows
the main character (the hero) through a quest/journey by the end of this module.
Students will take players on the adventure of a lifetime! The Hero’s Journey can be applied
to many disciplines of storytelling including narrative, fantasy, mythology, and
nonfiction writing about current heroes in the world (biographies).
Overview
Students will be able to independently use their knowledge of narrative writing and coding and
programming to create an interactive “choose your own adventure” game that chronicles the
Hero’s Journey. By the end of this module, Students will design their own Hero, and code a
game that follows the hero on their journey. In the process of the game, the players must
make decisions to propel the hero’s through their journey.
In order to code an “choose your own adventure” game by the end of this module students will
first Interact with the 3-parts of the Hero’s journey in order to explore how to create a sprite,
and use events/loops to sequence a character’s actions throughout a journey. Students will
explore how to use backgrounds, text, and other sprites in order to add detail and description
to the story.
Then, students will dive deeper into the story creation process to add more meaning to their
hero’s journey. students will:
(a) explore variables in relation to the meaning and significance of using symbols
continuously throughout the story. Students will explore the relationship between
themes & symbols and how it is important to interweave these items throughout the
story to reiterate the theme/message.
(b) explore conditional in relation to the significance of a character’s actions
influencing the sequence of events
Finally, Students will use the story arc framework to expand the details of the hero’s journey.
Students will use the skills from previous lessons to develop their hero’s journey and to code
and program a game that requires players to make decisions for the hero.
Standards
Anchor Standards:
CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequences.
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the
course of a text.
CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
Grade 3:
CCSS.ELA-LITERACY.W.3.3
Refer to parts of stories, dramas, and poems when writing or speaking about a
text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.3.7
Grade 4:
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.RL.4.3
Refer to parts of stories, dramas, and poems when writing or speaking about a
text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.4.7
Grade 5:
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.RL.5.3
Refer to parts of stories, dramas, and poems when writing or speaking about a
text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.5.7
CSTA Standards
● 1B-AP-08 Compare and refine multiple algorithms for the same task and determine
which is the most appropriate.
● 1B-AP-09 Create programs that use variables to store and modify data.
● 1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
● 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems
to facilitate the program development process.
● 1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it
runs as intended.
● 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating with peers
during the design, implementation, and review stages of program development.
● 1B-AP-17 Describe choices made during program development using code
comments, presentations, and demonstrations.
● CSTA 1B-AP-13 - "Use an iterative process to plan the development of a program by
including others' perspectives and considering user preferences."
Students will understand that ... How does a narrative have effective use of
the 3 part hero’s journey, descriptive details,
narratives use effective technique, and clear event sequences?
well-chosen details and well-structured
event sequences to tell a story How do the main character’s (hero’s) actions
influence the sequence of events?
characters in a story (e.g., their traits, How does the setting, descriptions, and
motivations, or feelings) contribute to details influence the narrative or add
the sequence of events meaning?
I know: I can/SWBAT:
Evidence
Performance Tasks
● 3-part Hero’s Journey Narrative in Sprite Lab
● Create a scene that uses background, details, text, and audio to connect symbols to
the given theme/central ideas in Sprite Lab
● Sprite Lab Project that has the user make a set of choices for the hero
● Choose your own adventure game that follows a hero’s journey in sprite lab
● Student project reflection and feedback
Other Tasks
● Planning a Hero’s Journey
● Planning a Story Arc
Learning Plan