Sequencing-Storytelling
This lesson, as adapted and written, is for middle school students in the library setting. Students will explore algorithms to perform simple tasks. Then they will explore online coding tools in order to retell a story.
OVERVIEW
Activity Overview:
This lesson, as adapted and written, is for middle school students in the library setting. Students will explore algorithms to perform simple tasks. Then they will explore online coding tools in order to retell a story.
Meta description
- Subject Area: Computer Science, Reading/Language Arts
- Grade Level : 6-8
- Computer Science Domains:
- Algorithms and Programming
- Computer Science Principles:
- Fostering an Inclusive Computing Culture, Collaborating Around Computing, Developing and Using Abstractions, Creating Computational Artifacts, Testing and Refining Computational Artifacts
- Materials:
- Considerations:
- Which websites and interfaces are available to students; How best to support, how to extend; Previous experiences; Current level of with coding
Lesson Plan
Overview
This lesson, as adapted and written, is for middle school students in the library setting. Students will explore algorithms to perform simple tasks. Then they will explore online coding tools in order to retell a story.
ASSESSMENT PRE/POST-TEST
Why is being able to follow directions important?
Why is being able to recognize a sequence of events important?
How are algorithms like directions?
How is coding like story-telling?
OBJECTIVES
Students shall describe a simple task or event, step-by-step.
Students shall retell a story in proper sequential order.
Students shall use a computer program (coding, storyboarding, etc.) to describe a task with a proper procedure or to create a story with a beginning, middle, and end.
CATCH/HOOK
The Librarian is a robot. Students must direct (program) the robot-librarian in the correct sequence for checking out a book to a student. Any misstep, and the student can’t take their chosen book.
ACTIVITY INSTRUCTIONS
1st Session Explain Objectives, Essential Questions, and Procedures Introduce activity by performing as a “Robot-Librarian” Students must direct the “Robot-Librarian” in the proper procedure for checking out a book. The “Robot-Librarian” can do only as the students direct. Students must collaborate and cooperate in giving those directions, reflecting and refining along the way. Pretend the librarian is a robot. Program the librarian to check out a book. Work in small groups-Brainstorm steps List steps, evaluate, and refine. Set Librarian into motion. Groups take turns to check if ALL necessary steps are included and are in proper order.
2nd Session Review Explain Objectives, Essential Questions, and Procedures Hand out “Coding Practice” Read over directions Discuss vocabulary (Algorithm, Coding, Sequencing, Story-Telling) Move through hand-out’s procedures - I Can/You Can/We Can Discuss reflections Check for understanding of vocabulary and concepts Discuss: What other tasks might you be able to describe step-by-step? Retell a task Work in small groups-Brainstorm task List steps Evaluate Refine Present
What stories can you retell, point-by-point? Retell a story Work in small groups-Brainstorm story. List events Evaluate Refine Present
3rd Session Review Instruct students in logging in to their computers Instruct students in navigating to the library website Instruct students in navigating to selected tool (Scratch, StoryboardThat, Code.org Sprite Lab, etc.) Demonstrate coding capabilities or show tutorial. Procedure Have students write out or draw a simple procedure of their choice Allow students to practice coding. Demonstrate story-telling possibilities or show tutorial. Creation Have students write out and draw a sequential story - with beginning, middle, end Allow students to practice storyboarding Support students in working on the projects.
Present projects Review and Reflect
Supplements
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REVIEW
Project presentation and revisit of essential questions: Why is being able to follow directions important?
Why is being able to recognize a sequence of events important?
How are algorithms like directions?
How is coding like story-telling?
STANDARDS
| Type | Listing |
|---|---|
| CS Domains | Algorithms and Programming |
| CS Principles | Fostering an Inclusive Computing Culture, Collaborating Around Computing, Developing and Using Abstractions, Creating Computational Artifacts, Testing and Refining Computational Artifacts |
| Other Content Standards | Common Core: ELA RL.6.2. RL.6.3. W.6.3. 3. |
| LIT | |
| AASL | |
| Inquire/Explore/Engage |
NGSS 8.AP.A.01 *8.AP.V.01 *8.AP.C.01 *8.AP.M.01 U |