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Title: Creative Whiz

Members: Michael LaPlante and Chelsea Smith


Grade: 3rd Grade Language Arts
Overall Goal: Students will be creating a short story! They will be picking out the setting of
the story, characters, and the event that they want to occur during the story. They will be
presenting their short story with a Scratch video that they will share with the entire classroom.

The lesson will begin with the class reading The Three Little Pigs. Following the reading,
we will present a PowerPoint about the summary of The Three Little Pigs and the beginning,
middle, and end of the story. Through the PowerPoint we will discuss what the beginning,
middle, and end of a story entail. Furthermore, we will discuss sequencing and how it is
relevant to a short story. Next, students will be creating their own short stories with a
beginning, middle, and end. Before they start creating their story, we will present our story.

Following our sample story, students will be broken up into groups and they will use a
worksheet to break down their short story into 3 parts; beginning, middle, and end. The
beginning will include 3 sentences, the middle will include the 4 sentences, and the end will
wrap up the short story with 8 sentences. In total, the students should have 15 sentences, but
no more than 20 sentences! Throughout the lesson, students will recognize that simple tasks
such as writing, have an algorithm and sequence. They will then get to design a story map that
will display their beginning, middle, and end in a picture format.

Once the students get their story maps designed and created, they will then grab a
Dash and Dot robot. Each student will participate in recording their voice in the Dash and Dot,
telling their short story. Finally, student will program the Dash and Dot to move around their
story maps in a logical and sequential way. At the end of Project, students will get to see and
present their short stories to the classroom.

Standards Learning Objective Assessment

Students will be able to Reference rubric row


utilize an simple labeled Dash and Dot
3-5.DI.1 Understand and use the
algorithm to program a
basic steps in algorithmic problem Dash and Dot robot to
solving (e.g., problem statement and move around a story
exploration, examination of sample map.
instances, design, implementation,
and testing).

Students will be able to See rubric row below


develop a connection labeled Components
3-5.DI.2 Develop a simple
between story planning, of Sequence
understanding of an algorithm (e.g., algorithms, and
search, sequence of events, or sequence. They will be
sorting) using computer-free able to define a
exercises. sequence and algorithm
and recognize that
writing involves a
sequence and an
algorithm.

Student will design a Filling out the BME


short story with a worksheet completely
3.W.3.3 Write narrative
beginning, middle, and and sequentially with
compositions in a variety of forms end. They will be able to proper information
that Establish an introduction construct a short story such as setting,
(e.g., situation, narrator, with an introduction and character(s), problem
characters). Include specific conclusive ending. development, and a
descriptive details and clear event solution with a
conclusion.
sequences. Include
dialogue. Connect ideas and events
using introduction and transition
words. Provide an ending.

Key Terms & Definitions:


Algorithm: a list of ordered steps to complete a task
Sequence: arrange in a certain order
Computational thinking: the thought processes involved in creating a problem and
expressing its solutions
Setting: where the story or event takes place.
Plot: the main events of a play, novel, or movie that add to the storyline.
Character: a person in a novel, play, or movie.

Lesson Introduction (Hook, Grabber):


Show students a video of the Dash and Dot to get them intrigued into programing their own
robot!
https://www.youtube.com/watch?v=_xnAmXLRJK4

We will tell them that they will be recreating something similar! They will be making a story
map of a short story that they create! They will also be able to program their robots to move
and record their voices with the robot.

Lesson Main:
Introduce a short story - Three Little Pigs 10-15
minutes
Analyze the short story, talk about the sequence of the story: beginning, middle, 20 minutes
and end (PowerPoint)
Define sequence
B - setting, character
M - plot, problem occurs
E - solving the problem

Divide into groups, have them come up with story on their own, worksheet will 20 minutes
be provided to aid them in their short story making
15-20 sentences in total, short

Introduce the next step: making a map for their dash and dot robot to tell the 10 minutes
story (show teacher example)

Allow time for them to record story into dash and dot bot, then program the bot 30 minutes
to move throughout the map

Wrap-up showing them that they completed an algorithm and sequence 5 minutes

Lesson Ending:

We will wrap up this lesson by allowing student to utilize their sequencing skills to write a short
story. They will then design a story map about their short story on white butcher paper. They
will use creativity to set the scene for their short story. They will design the map in a sequence
that makes the story flow cohesively. Once they have mapped out their short story, they will
record their short story into the Dash and Dot robot using their voices. Each student should
participate equally. When they are finished with recording their voices into the Dash and Dot,
the students will program the Dash and Dot to move throughout their story map. The voice
recording and the placement of the Dash and Dot should match up. They will be assessed
based on the rubric below.

Assessment Rubric:
Great Average Poor

Participation Students fully Students participates The students refuse to


participate in creating with minimal effort, but participate or barely
the story, designing still helps the group. participates.
the map, and
working together.

Dash and Dot Students are able to Students are able to get Students are not able to
get their Dash and their Dash and Dot get their Dash and Dot
Dot to move moving, but there are programmed correctly. It
does not move smoothly.
smoothly throughout some glitches in the
their map. movement. The voice recordings are
not clear and hard to
The voice recordings The voice recordings understand.
are clear, and well are clear, but not well
paced! paced.

Story map The story map is The story map has The story map is
colorful and if pictures, but the incomplete and colored
relevant to the story. pictures are not well fully. The pictures are
drawn. not well drawn.
It has at least 3
pictures for the Dash It has at least 3 pictures Has less than 3 pictures.
and Dot. for the Dash and Dot.

Components The short story The short story moves The short story does not
of Sequence moves sequentially sequentially from move sequentially and
from beginning, beginning, middle, to does not make sense.
middle, to end. end with some errors.
The Dash and Dot does
The Dash and Dot The Dash and Dot not move to the proper
moves to the proper mostly moves to the place on the story map.
place on the story proper place on the
map. story map, some errors
occur.

Short story The story contains The story does not The story does not
between 15-20 contain between 15-20 contain between 15-20
sentences. sentences. sentences.

The story contains: a The story is missing one The story is missing
setting, character (s), of the following: more than one of the
a problem, a setting, character(s), a following: setting,
solution, and a problem, a solution, and character(s), a problem,
conclusion. a conclusion. a solution, or conclusion.

Resources / Artifacts:
Worksheet to create story BME (PDF)
Short story - Three Little Pigs https://www.education.com/game/three-little-pigs/
PowerPoint
- https://docs.google.com/presentation/d/16T4WfrA2Sd4ohil6D9wq_2Aq5Vq5PFnv4weV
ZpCMTLk/edit?usp=sharing
Short story example - https://docs.google.com/document/d/1gUNDY-
yiFGvz4UR3IvwXA1P4nDY7CNqXagu15oVvVOk/edit?usp=sharing
Video of Teacher Example - https://youtu.be/Z8ASNkPgjEU
Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels


High ability learners can help lower level learners with their ideas and help them
formulate better ideas while lower level children can help with ideas and preparing.

2. Differentiation for demographics


Gender will not affect the story that much at all, race doesn't really affect the lesson,
culture for culture if a certain group is not very well adapted to work with technology
then give them extra time and instruction, for sexual identity it will not interfere with the
lesson since it does not involve it. If the child want they can write about whatever as
long as it is appropriate.

3. Differentiation for languages


If a child has a different language and is unable to understand they can use an ipad to
figure out what we are saying through a translation app. If further assistance is needed
the child might need to apply for a translator or other in class assistance.

4. Differentiation for access & resources


Computers will be supplied by the school for this lesson, Internet connection, and/or
Wifi access will be provided for the children via the school as well.

Anticipated Difficulties:

One of the difficulties might be the children's behavior.

The school might have an activity or other lessons planned that day.

The lesson plan might take longer or shorter than we anticipated.

The wifi or other devices might not have battery or fully functioning.

Children talking during the lesson.

Children with exceptionalities must be included.

Some children might not understand how to work the electronic as well as their
counterparts.
The teacher might not get their ideas across as clear as possible.

Not being able to think of story.

Not understand the concepts of how a story is made.

Dash and do t might be difficult.

Not using the robot for an educational purpose.

Students do not understand the story theme .


The students do not work well together.

Children come up with inappropriate story.

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