Understanding by Design Lesson Plan

Title of Unit Reading Enrichment: 9​th​ Grade

Ready Player One ​and
Grade Level
Books that Inspire
Movies
Curriculum Area English Three segments, 10-15
Time Frame minutes each

Developed By Emily Horan

Stage 1: Identify Desired Results
Content Standards
Georgia Standards of Excellence
● ELAGSE9-10SL1:​ Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
● ELAGSE9-10SL4:​ Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the
organization, development,substance, and style are appropriate to purpose, audience, and
task.
● ELAGSE9-10RL7:​ Analyze the representation of a subject or a key scene in two different
artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting
Landscape with the Fall of Icarus), including what is emphasized or absent in each
treatment.
● ELAGSE9-10RL10:​ By the end of grade 9, read and comprehend literature, including
stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
● ELAGSE9-10W10: ​Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.

Knowledge Skills
Students will know… Students will be able to…

● Relationships between books and ● Find information about a book from

movies. specific components of the book.
● Components of a book (book jacket, ● Make inferences based on details from
publishing information, author book cover, summary, and film trailer.
information). ● Present findings in concise video format.

Stage 2: Assessment Evidence

Performance Task Description
Goal
 Students will explore possible books to use for independent reading by
connecting to familiar experiences and interests (movies).
The media specialist will facilitate exploration of books by delivering a
Role book talk, curating books, and encouraging student exploration and
discussion.
Audience 9​th​ grade ELA students
Students will work in a classroom environment with their school-issued
Situation
chromebooks and specific novels curated by the media specialist.
Product/ Students will create a ‘dating profile’ for a novel that inspired a movie
Performance based on class activities and experiences.

AASL Standards for the 21​st​-Century Learner

● 1.1.2 ​Recalling prior and backgroundknowledge as context for new
meaning.
● 3.2.1​ Using a variety of communication tools and resources.
Standards ● 4.1.2​ Identifying possible sources of information.
● 5.3.1 ​Expressing curiosity about a topic of personal interest or
curricular relevance

Stage 3: Learning Plan

Where​ are your students Students have been required to complete independent reading
headed? Where have they both during class and at home throughout the semester. The 9th
been? How will you make Grade English teacher is worried that students are not finding
sure the students know books they enjoy/choosing the same type of book every time. It is
where they are going? the media specialist’s goal to promote books that students may
not readily think of for their next independent reading novel.
How will you ​hook Lesson One​ will serve as the hook to this unit since it is an
students at the beginning engaging and interactive book talk for the novel ​Ready Player
of the unit? One. ​The book talk will include information about the novel, a clip
from the movie trailer, and an interactive virtual reality component
so students can better understand the world the novel takes
place in.
What events will help In ​Lesson One, ​students will be able to experience the world of
students ​experience and one novel that inspired a movie, ​Ready Player One​, through an
explore ​the big idea and interactive book talk and virtual reality demo.
questions in the unit? How
will you equip them with In ​Lesson Two​, students will explore other novels that inspire
needed skills and movies through a ‘speed-dating’ activity where students use QR
knowledge? readers to view movie trailers based on the book they choose.

In ​Lesson Three​, students will dig further into the books that
inspired a movie by completing a ‘dating profile’ for a book that
grabbed their attention from Lesson Two. The profile will require
students to answer questions based on the book cover, book
jacket, and movie trailer.
How will you cause
students to ​reflect and
rethink?​ How will you
guide them in rehearsing,
revising, and refining their
work?
How will you help students
to ​exhibit and self-evaluate
their growing skills,
knowledge, and
understanding throughout
the unit?
How will you ​tailor​ and
otherwise personalize the
learning plan to optimize
the engagement and
effectiveness of ALL
students, without
compromising the goals of
the unit?
How will you ​organize​ and
sequence the learning
activities to optimize the
engagement and
achievement of ALL
students?
Adapted From: Wiggins, Grant and J. Mc Tighe. (1998). ​Understanding by Design​, Association for Supervision
and Curriculum Development.
During ​Lesson One, ​students will reflect on their own
background knowledge of books that inspire movies and of virtual
reality.
During ​Lesson Two, ​students will reflect on the books they
explored through a brief video response.
During ​Lesson Three​, students will be encouraged to rethink
popular opinions on movies by exploring the books that inspired
them further.
As students explore book titles that inspired movies in ​Lesson
Two, ​the media specialist will encourage a discussion with the
students on how movies can be adapted from books, including
what kinds of elements are added and removed in the process.
Students will also complete a self-evaluation on their opinions
towards the book titles presented.
Students will engage in low-stakes and low-risk activities that are
integrated with technology to promote a positive, engaging
learning environment. Students with no technology will be
provided a Chromebook in order to access the QR codes. While
the discussions will be voluntary, each student will still be
engaged in the hands-on activities in each lesson.
Lesson One:
1. Media Specialist presents Book Talk on ​Ready Player One​.
Materials: Virtual Reality goggles, game controller, PowerPoint
Lesson Two:
1. A book with attached QR code to movie trailer will be located
at each desk.
2. Students will rotate among seats to explore each book and
watch its corresponding trailer.
3. Students will complete a video response on Recap to share
their thoughts from the activity.
Materials: QR codes, books, Chromebooks
Lesson Three:
1. Students will complete a ‘dating profile’ for one of the books
from the speed-dating activity (Lesson Two).
2. Students will share their dating profiles in a class discussion
facilitated by the media specialist.
Materials: books, dating profile template