CSX - Unit X Lesson X
Lesson 4: Code Your Story
45 mins | Device required
Overview (Teacher-facing) Objectives
In this lesson, students will use their planning sheets and Students will be able to:
knowledge of short story structures. They will program a retelling of
a short story to describe the moral and demonstrate how it is ● Use knowledge of short stories
to retell a moral.
conveyed through key details in the text.
● Program a character’s
motivation to convey key
Purpose details
● Program a character’s actions
in order to convey key details
Students will preview an example project to examine the characters
● Use events and the Sprite
and what they say or think. Students will be able to discuss how a
“say” block to depict character
character’s actions affect the key details in the story. Students will
dialogue
then retell their own short story through a set of project building
levels.
Preparation
Agenda ● Play through the levels and
review the lesson slides.
Warm Up (5 mins) ● Review the Fables Guide
Matching Activity ● It may be helpful to have students
choose a short story to retell
before this activity.
Activity (35 mins)
Code your short story (35 min)
Links
Wrap Up (5 mins)
3-2-1(5 mins) For the teachers
● Lesson 4 - slides
For the students
● Planning Sheet- doc
● Warm up Activity - doc
Vocabulary
● Fable - a short story conveying a
moral
● Moral - a lesson learned
● Key Detail - a small moment in a
story that adds meaning
Teaching Guide
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Warm Up (5 mins)
Remarks
Today, we are going to use our plan from the previous class to code our short stories. Before we get started, let’s
look at an example program and match what blocks do and how we will use them when we code.
Activity [5 mins]
<i class="fa fa-list-alt" aria-hidden="true"></i> **Display**: Show “Match” slide
**Match**:
- Do This:
- Check out the example program in Lesson 4
Draw a line to match each block to what it does
-
**Do This**: Give students time to match the blocks with the corresponding action. Students will review what the
blocks do and think about when it is best to use each one.
Choose a specific story that you have read as a class, or that is widely popular for your students to help guide the
discussion. You can use the example to help explain the purpose of reading fables and why characters are important.
<i class="fa fa-list-alt" aria-hidden="true"></i> **Display**: Show “Vocabulary” slide
- **Fable** - A short story conveying a moral
- **Moral** - A lesson learned
- **Key Detail** - an important moment in a story that adds meaning
Remarks
Now that we have reviewed short stories and their purpose, we are going to start working on our projects. Let’s
get started with Level 1, which has a sample program to check out.
Activity (35 mins)
Code Your Short Story [35 mins]
<i class="fa fa-list-alt" aria-hidden="true"></i> **Display**: Show “Level 1 - Sample Program” slide
Remarks
In Level 1, we are exploring an example program and looking at how it works. This program retells the
story of “The Wizard of Oz”. Notice how this program has chosen the key details to be revealed with
the event of Dorothy “touching” another sprite.
You can move the character with your arrow keys to start and move through the story's key details. At
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the end of the program, the moral is clearly displayed at the top of the screen.
Do This: Have students move to their computer and sign in. Students should begin exploring the example project by
moving the character with the arrow keys and reading the key details.
Display: Show “Level 1 - Discussion” Slide
Discuss:
- _How did this coder set up the story?_
- _What happens when the main character touches another character?_
- _How does the story end?_
**Discussion Goal**: Students should start to make the connection that each “when sprite touches” event includes a
character’s dialogue that is a “key detail”. a key detail that moves the story forward to reveal more of the moral or lesson.
At the end of the story, the moral is clearly displayed.
In the next level, students will begin to program their own short story. Point out to students that in this example
each character is saying one of the “key details”
Levels 2-9 Code Your Short Story
**Do This**: Hand back the Planning Sheet from yesterday’s lesson and make sure students have it available for the
remainder of class.
<i class="fa fa-list-alt" aria-hidden="true"></i> **Display**: Show “Level 2-10 Code Your Fable” slide
Remarks
In the next few lessons, you’ll be coding your own short story! Use the planning guide to help determine what you
should include in your short story! Each level has specific instructions to help you code your short story - by the
time you finish Level 9, your short story should be all done!
**Do This**: Release students to begin working on Level 2. Circulate the room to support students and remind them to
use their planning guide from yesterday. Once students have completed Level 2, they may move on to the other levels.
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● In **Level 2**, students will add a narration and background.
● In **Level 3**, students will add two new sprites.
● In **Level 4**, students will add a say or think block for their sprites.
● In **Level 5**, students will begin moving the sprite with arrow keys.
● In **Level 6**, students will add an “when touches” events to add more say or think blocks.
● In **Level 7**, students will add a new sprite.
● In **Level 8**, students will add an “when touches” events to add more say or think blocks.
● In **Level 9**, students will add a print block for the moral.
● In **Level 10** students will have free play to add on to their projects.
For Levels 2-9, you may move students from level-to-level as a class, or students may work through these levels
independently.
Remind students during their work time how much class time remains. 15 minutes left reminders, 10 minute left
reminders, and 5 minute left reminders helps students keep track and manage their time.
Wrap Up (5 mins)
Daily 10 [5 mins]
Display: Show “Wrap Up” slide.
Remarks
Work time is now over. Next class, we will reflect on our projects and share them with our classmates. To end our
time today, I would like you all to think about what you learned. Flip your planning sheets over to the back. Use
the blank space on your paper to write your answers to these questions… Once you are finished, we will share
out as a class.
Discuss:
● Three things that I learned about programming are…
● Two things I learned about short story and their characters are…
● One thing I would like more information about is…
**Discussion Goal**: Students should reflect on their biggest takeaways from today’s lesson. They should be able to
describe how a character’s motivation leads to their actions in a short story and illustrate how a character’s
actions affect other characters.
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Teachers can choose how students answer these questions. Teachers can choose from a whole class discussion, turn
and talk, exit slip, journal, etc.
Standards Alignment
AP CSA Framework
○ 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.
○
○ Grade 3 - CCSS.ELA-LITERACY.RL.3.2: Recount stories, including short storys, folktales, and myths
from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
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Tools for Writers:
Slides (copy paste to the left of the line where slides are referenced.
Teaching Tip: Copy and paste this box below the text it refers to.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna
aliqua. Aliquam etiam erat velit scelerisque in dictum non. (DELETE IF NOT NEEDED)
Single Levels:
Video Level:
1 Progression Title XXX
Check For Understanding Level:
1 Check for Understanding
Digital Level:
1 Progression Title XXX
Map Level (Text Information):
1 Progression Title XXX
Choice Level:
1 Progression Title XXX
Submit Level (Project Assessment):
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1 Progression Title XXX
For progressions with multiple levels, choose one of the options below. Double click the icon to
update the level numbers. The icon is based on the first level. Double click bubbles and delete any
extra bubbles.
Digital Levels:
1-5 Progression Title XXX
1 2 3 4 5
Assessment Levels:
1-5 Progression Title XXX
1 2 3 4 5
Video Levels:
1-5 Progression Title XXX
1 2 3 4 5
Map Levels:
1-5 Progression Title XXX
1 2 3 4 5
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Workspace
Understanding by Design
● Stage 1 - Identify Desired Results (what will students be able to do/know at the end of the lesson?)
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● Stage 2 - Determine Assessment Evidence (how will we know if students met the objectives?)
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● Stage 3 - Plan Learning Experiences and Instruction (consider activities that are relevant to students
lives and highly engaging. Use the brainstorm space below.
Activity Brainstorm
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Outline
Warm Up:
Activity:
Wrap Up:
Peer Reviews
Review #1
Rating: 2 - Meets Expectations 1 - Needs Work 0 - No evidence
For ratings of 0 or 1, please leave notes and comments throughout the doc explaining your rating.
Name:
Topic Explanation Rating Notes
Spelling/ No obvious errors.
Grammar
Formatting Is the Lesson Plan formatted correctly? Is
there a bold heading for each direction. For
example: Do This:, Group:, or Discuss:.
Word Choice Word choice is kept as simple as possible to
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support language learners
Accuracy Is the content covered in this lesson accurate?
Do all examples and sample code work as
expected?
Ease of Use How easy is it to understand how to run
lesson activities? Does the Lesson Plan make
sense?
Scale Can all activities be completed by teachers in
any normal classroom situation with 6-40
students? Are there any special supplies or
resources that could be made simpler?
Timing Is the timing reasonable for this lesson?
Engagement Relatively subjective: Are there opportunities
for students to engage in content in fresh new
ways? Is there too much Direct Instruction or
bland presentations?
Video Usage Are videos used appropriately in this lesson to
introduce or wrap-up concepts? Should a
video be added/removed?
Standards Are attached standards adequately covered in
the lesson (it may be that standards are
addressed over multiple lessons)?
Supports Do all discussions have attached Discussion
Goals? Are there Teaching Tips for any tricky
parts of the lesson?
Strategies Are all strategies in this lesson documented
on the Strategies sheet?
Culturally Responsive Lesson Plan Descriptors
Climate of Are there opportunities for student voice and
Inclusion choice? Community building activities?
Opportunities to address different learning
styles/preferences?
Connections Are earlier concepts revisited? Are there
between opportunities to make connections?
students'
prior
knowledge
and learning
Rigor/High Evaluation criteria is clearly defined. Lesson
Expectations plan accounts for extensions and
modifications. Clearly stated objectives.
Classroom Are there multiple ways to demonstrate and
practices that activate learning? Is instruction differentiated?
are hands-on, Do students have distinct roles when working
cooperative together?
and culturally
aligned
9
Responsiven Are there different modes of assessments?
ess based on Are there opportunities to get to know
cultural students better, and use this knowledge in
knowledge of lesson activities?
student
Recognition Are examples/samples using a variety of
of varying cultural/ethinic backgrounds? Is student
rates of privacy respected?
acculturation
Other
thoughts/
comments
Review #2
Rating: 2 - Meets Expectations 1 - Needs Work 0 - No evidence
For ratings of 0 or 1, please leave notes and comments throughout the doc explaining your rating.
Name:
Topic Explanation Rating Notes
Spelling/ No obvious errors.
Grammar
Formatting Is the Lesson Plan formatted correctly? Is
there a bold heading for each direction. For
example: Do This:, Group:, or Discuss:.
Word Choice Word choice is kept as simple as possible to
support language learners
Accuracy Is the content covered in this lesson accurate?
Do all examples and sample code work as
expected?
Ease of Use How easy is it to understand how to run
lesson activities? Does the Lesson Plan make
sense?
Scale Can all activities be completed by teachers in
any normal classroom situation with 6-40
students? Are there any special supplies or
resources that could be made simpler?
Timing Is the timing reasonable for this lesson?
Engagement Relatively subjective: Are there opportunities
for students to engage in content in fresh new
ways? Is there too much Direct Instruction or
bland presentations?
Video Usage Are videos used appropriately in this lesson to
introduce or wrap-up concepts? Should a
video be added/removed?
10
Standards Are attached standards adequately covered in
the lesson (it may be that standards are
addressed over multiple lessons)?
Supports Do all discussions have attached Discussion
Goals? Are there Teaching Tips for any tricky
parts of the lesson?
Strategies Are all strategies in this lesson documented
on the Strategies sheet?
Culturally Responsive Lesson Plan Descriptors
Climate of Are there opportunities for student voice and
Inclusion choice? Community building activities?
Opportunities to address different learning
styles/preferences?
Connections Are earlier concepts revisited? Are there
between opportunities to make connections?
students'
prior
knowledge
and learning
Rigor/High Evaluation criteria is clearly defined. Lesson
Expectations plan accounts for extensions and
modifications. Clearly stated objectives.
Classroom Are there multiple ways to demonstrate and
practices that activate learning? Is instruction differentiated?
are hands-on, Do students have distinct roles when working
cooperative together?
and culturally
aligned
Responsiven Are there different modes of assessments?
ess based on Are there opportunities to get to know
cultural students better, and use this knowledge in
knowledge of lesson activities?
student
Recognition Are examples/samples using a variety of
of varying cultural/ethinic backgrounds? Is student
rates of privacy respected?
acculturation
Other
thoughts/
comments
Final Review
11
