- Students will be able to sequence events in a story.
- Students will be able to connect sequencing story events to sequence in programming.
- Students will be able to apply temporal words to sequence a story and express the commands used to run a program.
- Students will be able to write commands in the correct sequence to run a program.
Direct Instruction (I do)
Introduce the Hour of Code and explain that today’s lesson will help us understand programming through a reading and writing activity:
“Today, we are going to learn how reading and writing are a lot like computer programming. When we read, we have to follow something called a sequence for the story to make sense. We have to read the words and pages in order, or we won’t understand the story.
In computer programming, we have to instruct computers by giving them written directions in something called code. If we write code out of order, the program won’t make sense to the computer and it won’t be able to do anything- just like our stories won’t make sense if the events are out of order.
This is a special week! This week is the Hour of Code, where students all around the world are learning about computer science. We are going to start by thinking about things we already know and do, which will help us learn about programming so we can use technology to help ourselves and the world.
We’re going to start by reading a story about the fuzzFamily, who you will be helping through a maze later in today’s lesson! We are going listen to the story, while thinking about the events happening in the story. You are going to get a chance to write a letter to a friend after, explaining what happened in the story.
After you write to a friend, you’ll show how much you learned about sequence in stories and programming by getting on your device (iPad, computer) to put the code in the correct order to solve a problem for blueFuzz!
We are going to listen to and follow directions as we work together to learn about sequencing events in reading, writing, and programming today.”
Introduction to New Material
“When we read and write, events happen in a certain order to tell a story. If we started reading a story in the middle, it probably wouldn’t make much sense since we would be missing parts of the story that happened in the beginning. If we don’t finish a story, we also don’t understand the full story without the ending.
We are going to read ‘The Kodable World’ and keep track of the events that happen throughout the story. Think about the characters, the setting, and important events that tell a story. You will keep track of what happens to the fuzzFamily so you can tell the story to a friend.
Read Aloud: Read “The Kodable World” to students, modeling strategies that readers use (tracking the words with your finger, reading from left to right, etc.) Show your thinking process as you recognize significant events and use reading comprehension strategies out loud to help students understand your thought process as you read.
Have students keep track of events as you read using the provided graphic organizer, or complete at the end of the story before writing their letter to a friend.
As you come across events in the story, record them in a place that students can see. Show how you keep track of the storyline through the events that are happening and use sight words to guide students through the storyline (first, next, then, last).
Students write a letter to a friend, acting as a fuzz of their choice from the fuzzFamily. In their letter, students will recount the Kodable World events from beginning to end.
“We just read an exciting story that told us a lot about the fuzzFamily. In computer programming, our computers need to follow an order just like the events in our stories. When we tell a story, the sequence of events helps the story make sense.
In computer programming, people called programmers control what the computer does by giving the computer instructions that it will follow in order. People communicate with computers in a language computers understand, called code, to get them to do what we want. If we don’t write the code in the correct order, or follow the correct sequence, the instructions won’t make sense to the computer. The program won’t make sense to the computer if the instructions aren’t in order- just like our stories don’t make sense to us if they aren’t in order!”
“Think about the story we just listened to. On your graphic organizer, fill in the order of the events and think about how you would tell this story. Once your graphic organizer is complete, you will share with a partner.
Have students get in pairs to practice recounting the events in the story before writing their letters.
“Once you and your partner have shared with each other, you will get a letter template to write a letter to a friend or family member that isn’t in this class. Your letter will explain the fuzzFamily’s story to through the events you recall from The Kodable World.
Students will write a letter (from the perspective of a fuzz of their choice) to a friend or family member, recounting the events in The Kodable World story. Students will use the completed graphic organizer to complete their letter on the provided letter template.
Students will apply what they learned from the lesson to complete Sequence Sector lessons 1.1-1.5 in the app or at game.kodable.com. Note: If you are a registered user, you can track student progress on your teacher dashboard.
“Today we learned about programmers following an order, or sequence to give instructions to computers. We are going to use what we learned and what we already know about following a sequence in a story, to instruct blueFuzz through the maze with the correct code.”
Model the on-screen lesson tutorial for students.Go over classroom procedures for iPads/computers and technology use.
Students complete Smeeborg Sequence Sector, "1,2,3 Roll" lessons 1.1-1.5.