- Students will be able to establish a storyline that follows a clear event sequence that includes:
- Students will be able to demonstrate an understanding of sequence through a creative short story.
- Students will be able to connect event sequence to sequence in programming.
- Students will be able to write commands in the correct sequence to run a program.
Common Core Alignment
CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure.
“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, and how they can help us learn computer science so we can use technology to help ourselves and the world.
Today, we are going to talk about 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 keep track of the events that happen in the stories we read, or we won’t understand the story. As authors, we have to have a clear plot with events in a sequence to tell a story to our readers.
This is just like sequence in computer programming! Programmers have to instruct computers by giving them written directions in something called code. If the code is out of order, the program won’t make sense to the computer and it won’t be able to do anything- just like stories don't make sense out of sequence.
We’re going to start by reading a short Kodable story together and seeing how the author organizes the event sequence. After we practice together, you’ll get your own graphic organizer to plan out your own short story based on a fun prompt and then you'll write a rough draft. Finally, you’ll show how much you learned about sequence today by getting on your device (iPad, computer) to sequence commands that will move the Kodable blueFuzz through a maze!
We are going to follow directions and work together as we learn about sequence and organization in reading, writing, and programming.”
Direct Instruction (I do)
Read the "Kodable World"(included in materials) narrative to students, keeping track of events that unfold throughout the story. Model reading comprehension strategies such as thinking out loud, tracking words with your finger, keeping track of characters, etc.
Listen to students conferring and bring the group back together after a few minutes. In a place where everyone can see, lay out the order of events and explain how the details and sequence help the story make sense.
"Now, you're going to come up with your own short story! To start, you're going to plan out your story. You'll use this graphic organizer to come up with characters, a setting, an opening, at least 3 events, and a closing."
Give students the "Story Plan" graphic organizer to plan their story before writing. Model for students how you would think about a setting, an opening, characters, events, and a resolution. Show students how to use the graphic organizer to help them plan the events and closing in their story.
Once students have planned out their stories, have them get a story template to begin writing their short story.
Once students have their templates, explain their task. Go over expectations for independent work, writing strategies, and any helpful classroom routines unique to you and your students.
"Now that you have a storyline that follows a sequence and will make sense to your reader, you are going to write your story!" When you're done with your story, you'll get your device and continue using sequence to move blueFuzz through the maze."
When students have completed their stories, explain that the same concept they used to help their stories make sense will be used to successfully command blueFuzz through the maze. Make connections between the Kodable World story and the sequence writing activity.
"Sequence is just as important in programming as it is in reading and writing. In all three ways that we use sequence, we know that if the sequence is incorrect the result won't be what we tried to do. Your job now is to practice putting the commands in the correct sequence to program the fuzz through the maze!"
Students complete the on-screen levels in Smeeborg Sequence Sector "1,2,3 Roll" and "Buggy Basics" 1.1-1.10 independently.