Bootcamp UBD Template

Links
Understand by Design Framework
Code.org Lesson Plan Template

Module Overview
Opportunity

Exploring, writing, and programming a narrative designed around “The Hero’s

Journey” framework is an opportunity for students to:

1. explore writing narratives that have clear event sequences

2. describe a character, their actions, and how it affects the sequence of those events
3. Demonstrate how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character
or setting)

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

Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.3.5

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

Explain how specific aspects of a text's illustrations contribute to what is conveyed

by the words in a story (e.g., create mood, emphasize aspects of a character or
setting)

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

Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.4.5

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

Explain how specific aspects of a text's illustrations contribute to what is conveyed

by the words in a story (e.g., create mood, emphasize aspects of a character or
setting)

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

Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.5.5

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

Explain how specific aspects of a text's illustrations contribute to what is conveyed

by the words in a story (e.g., create mood, emphasize aspects of a character or
setting)

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."

Understandings Essential Questions

Students will understand that ...
narratives use effective technique,
well-chosen details and well-structured
event sequences to tell a story
characters in a story (e.g., their traits,
motivations, or feelings) contribute to
the sequence of events
How does a narrative have effective use of
the 3 part hero’s journey, descriptive details,
and clear event sequences?
How do the main character’s (hero’s) actions
influence the sequence of events?
How does the setting, descriptions, and
details influence the narrative or add
meaning?

aspects of a text's illustrations How does a computer scientist build a

contribute to what is conveyed by the program?
words in a story
What do I want the central idea/theme of my
project/journey to be?
Computer scientists make a plan before
they start their projects How can I convey the hero’s journey using
multimedia?
Computer scientist review, improve, and
reflect during their projet
Computers are able to complete tasks
through sequential algorithms
(instructions)
Knowledge Skills

I know: I can/SWBAT:

-A narrative has a central idea/theme Write a narrative uses effective

technique of the hero’s journey & story
-An effective narrative contains a beginning,
middle, and end.
arc

-A strong writer uses well-chosen details Write a narrative with well-chosen

details and well-structured event
-A hero’s journey is a type of narrative sequences
where the main character goes on a
quest. Create programs that include sequences,
events, loops, and conditionals.
-A computer can complete tasks give a
set of instructions

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

# Subj. Tool Title Description Objectives

1 ELA/CS Sprit Exploring Context-setting Lesson SWBAT:

e Lab the Hero’s
 Journey Students study the stylistic 1. Define & Identify the
elements of the Hero’s Journey 3 Parts of the Hero’s
(departure, initiation, return). Journey

Activities: 2. Refer to parts of

● Explore An example of stories/journey to
the Hero’s journey describe how each
(unplugged) successive part
● Identify the three parts of builds on earlier
the Hero’s Journey sections.
(unplugged) 3.
● Students use sprites to
learn events and I can:
behaviors
Identify the 3 Parts of the
Hero’s Journey

describe how each

successive part builds on
earlier sections.

2 CS Sprit Creating a ● Write a 3 part, short story SWBAT Use events,

e Lab Hero’s around the Hero’s Journey sequences and loops to
Journey in Framework create a 3 part narrative
Sprite Lab about a hero’s journey

3 Sprit A 1. Overview: Students are SWBAT use prompts in order

e Lab Character introduced to prompts in to give user’s choices by
’s Actions- order analyze character’s creating a scene where a
Prompts choices/actions. character makes a choice &
Activity reacts to that choice.
2. Students view prompts to
to demonstrate a
character’s choices within
a novel & their impact
3. Students practice using
prompts to have their
character react given a
set of choices.

4 A Sprit Coding A Overview: explore conditionals in SWBAT:

Charact e Lab Character relation to the significance of a
er’s ’s Actions character’s actions influencing
Actions the sequence of events Describe characters in a
story (e.g., their traits,
Conditi Activities: motivations, or feelings)
onals
1. Unplugged conditionals explain how their actions
 activity - sample text? contribute to the
2. Diagram a character’s sequence of events
actions and the possible
outcomes
3. Skill practice with
conditionals on SL., look
at precoded examples
using conditionals and
prompts
4. Free play with
conditionals to design a
character to make a
series of choices.

5 Using Unpl Create a Overview: Students will use the SWBAT

the ugge interactive story arc framework to expand 1. identify a central
Hero’s d/SL narrative the details of the hero’s journey. idea/theme for my
Journey Students will use the skills from narrative
previous lessons to develop their
hero’s journey and to code and
program a game that requires 2. write a narrative
players to make decisions for the using effective
hero. technique (story arc,
and hero’s journey) to
Activities: make clear event
sequence
1. Students explore an
example of a hero’s
journey that follows the 3. use multimedia to
story arc framework. enhance
2. Students brainstorm their descriptive details,
own hero’s journey in a like symbols in my
story arc mindmap narrative.
3. Students create a choose 4. use character
your own adventure game choices to
using their mindmap
influence events

5. model and plan my

project before I
begin
6. Create a game that
includes sequences,
events, loops, and
conditionals.
7. use multimedia to
enhance the meaning of
the narrative.
6 Story/G Students will have time to pair up SWBAT:
ame with other students to have a
Pair pair-share activity. ● Describe choices
Share made during program
While sharing games, students development
will be asked to reflect, give
feedback, and explain their
thinking to their partners.