Professional Documents
Culture Documents
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.
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
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
Anticipated Difficulties:
The school might have an activity or other lessons planned that day.
The wifi or other devices might not have battery or fully functioning.
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.