Title: Decomposition for Composition

Grade: Secondary_English Language Arts

Overall Goal: Help students identify, arrange, and create the individual components that make
a story.

Standards Learning Objective Assessment

CSTA K-12 Computer 1. Students will be able to Students will discuss

Science Standards analyze stories and each patterns and bugs with
CSTA L2.CT.1, CSTA of their individual using different points of
L2.CT.6, CSTA components. view and writing stories in
L2.CT.7, CSTA 2. Students will be able to general.
L2.CT.15 identify the different
components of a story,
more specifically point of
view.
3. Students will be able to
create a story using their
point of you of choice.

Key Terms & Definitions:

Term Definition For Additional Information

Point of The perspective (or type of http://en.wikipedia.org/wiki/Narration

View personal or non-personal
"lens") through which a story
is communicated (e.g. first
person, third person
omniscient)

Bug An error or problem in a http://en.wikipedia.org/wiki/Debugging

process that prevents it from
being successful. Typically
refers to an error or problem
in a computer program.
Debug To systematically find and http://en.wikipedia.org/wiki/Debugging
remove errors or problems
from a process. Typically
done to computer programs
that do not work correctly.

Character Ways in which the narrator https://www.nownovel.com/blog/how-to-

Introduction introduces the character to the introduce-characters/
reader, for the first time; can
be achieved through various
different ways/methods

Dialogue conversation between two or https://en.wikipedia.org/wiki/Dialogue

more people as a feature of a
book, play, or movie.

Hook a thing designed to catch https://en.wikipedia.org/wiki/Narrative_h

people's attention. ook

Climax that particular point in a https://en.wikipedia.org/wiki/Climax_(nar

narrative at which the rative)
conflict or tension hits the
highest point.

Resolution the unfolding or solution of https://en.wikipedia.org/wiki/Conflict_res

a complicated issue in a olution
story.

First Person point of view (who is telling https://en.wikipedia.org/wiki/First-

a story) where the story is person_narrative
narrated by one character
at a time.

Second a point of view (how a story https://en.wikipedia.org/wiki/Grammatica

Person is told) where the narrator l_person
tells the story to another
character using the word
'you.'
 Third the narrator only knows the https://www.nownovel.com/blog/third-
Person thoughts and feelings of person-limited-examples/
Limited one character. All
characters are described
using pronouns, such as
'they', 'he', and 'she'

Third person Still in the “he/she/it” category, http://www.thebeginningwriter.com/2012

multiple but now the narrator can /03/look-at-different-types-of-point-
follow multiple characters in of.html
the story

Third person This point of view still uses the http://www.thebeginningwriter.com/2012

omnipotent “he/she/it” narration, but now /03/look-at-different-types-of-point-
the narrator knows of.html
EVERYTHING. The narrator
is not limited by what one
character knows

Computational Thinking Concepts

Concept Definition

Decomposition Breaking down data, processes or problems into smaller,

manageable parts

Pattern Recognition Observing patterns and regularities in data

Pattern Identifying and extracting relevant information to define main idea(s)

Generalization while creating models of observed patterns to test predicted
outcomes

Algorithm Design Develop the instructions to solve similar problems and repeat the
process

Overview

In the lesson main, students are storytellers by writing short stories. The activities and
assessments for this class will be focused on point of view. Students will break down the
components of the different points of view and identify what makes up each one
(decomposition). Students will know what the different points of view usually do, such as use
of pronouns, identifying characters thoughts, how the narrator addresses characters, etc.
(pattern recognition). The assessments will test their knowledge of the different points of view
and allow the students to practice and improve their skills. (Algorithm design).
Lesson Introduction (Hook, Grabber):
Artifact One: Mars
● https://share.nearpod.com/5juRhfnkDR
Artifact Two: Emilia
● https://play.kahoot.it/#/k/4ce98371-f644-4def-950e-f67bdc39130b
● Kahoot reviews and tests students’ knowledge on various literary elements
vocabulary, as well as reviewing point of view aspects and terms
Lesson Main:

1. Warm up (8 min)

Activity Overview: In this activity, we will provide three short stories for the students to read
and decompose the bear parts of the excerpts/short-short stories. In this activity we want our
students to recognize and extract the point of view from the short stories to see how they could
use them in their own. The teacher will introduce the processes of CT to segway into how they
work in writing.
The teacher will introduce some of the components in story writing and write CT keywords on
the whiteboard: https://www.lucidchart.com/invitations/accept/0a9698b1-9300-46be-8138-
90a32b2a3fff
- The teacher(s) will write a list of vocabulary terms on the board. This list will include:
Extraction
narrative/ POV
Third Person
Second Person
First Person
Algorithm Design
Decomposition
- Students will find the point of view, character introduction, etc. and think about how they
work within the story (decomposition)
- Teacher will tell the students to think about what kind of story they want to write and how
they can incorporate the different elements into their story (Algorithm design/extraction)
- Short Story Excerpts
https://docs.google.com/document/d/1rDKQG0FxZ01dGJQ2r5ZpFWq7Njgdq9HOj1
ZqFyBYYAs/edit?usp=sharing
2. Main Activity

Activity 1: Writing the Short Story (10 mins)

Activity Overview: Students will create their own one paragraph stories that use whatever point
of view that we assign them.
Notes to the Teacher:
Students will work with one other students for criticism and the second activity. Make sure that
the students have tangible copies of their work. Teacher will tell the students what perspective
to write in. Have them number off in fours and assign them
● First person
● Second person
● Third person limited
● Third person omniscient
Example part 1: A good example of what we are looking for
● https://docs.google.com/document/d/11clj0Z1q1b3kkErOwLxlUGdz7RKTqQAwzlw_MaCz
wWQ/edit?usp=sharing
Example part 2: A good example of the second activity
● https://docs.google.com/document/d/10LBmDx5MxoZE2gLGxcxGEvQUTRFHiNV9L_tAJ
NUb-_A/edit?usp=sharing
Activity:
● Each student writes their own short story without consulting or sharing with the other
students.
● Story must contain proper use of the different points of view.
The story must contain a good either a conclusive or ambiguous ending. Both have their places
in literature. They must use proper pronoun use. If omniscient point of view is taken, there must
be some indication of that like thought explanation of multiple characters. The details of the
story must show the aspects of the point of view chosen by the author.

Activity 2: Recreating a Story (10 mins)

Activity Overview: In this activity, students will work with their partners and practice applying
their knowledge of types of narrative. They will also try to identify what other elements of story
their partners short essay has.

Notes to the Teacher:

Divide the class into pairs. Try to ensure that students whose stories have the same POV do not
get paired together. Make sure students know that they have artistic freedom in the translation
of their partners story.
Activity:
1. Have students identify which POV their own stories are.
2. Have students swap their short stories with their partner.
3. Have students “translate” their partners paper into a different POV and identify which
POV they have chosen

Wrap-up Activity: Analysis and reflection (2 mins)

Activity Overview: Students will have to create an exit ticket before the end of the class.

Activity:
● Students will answer the question: What is the most important part of
computational thinking in writing? Why?
Assessment:
Have students discuss with their peers.

Assessment Rubric:
Great Average Poor

Indicator Story uses their point Students do not do The student’s story
(assigned by the more than change does not properly
teacher) of view the pronouns of their use the point of view
appropriately. They partners story and they chose. They
make significant their own story does make insignificant
changes to their not have any unique changes to their
partners story and element of the point partners story with
changes bring out of view they chose. little effort.
different aspects of the Stories are 3
original story. Stories sentences or less
are not more than 7
sentences.

Resources / Artifacts:
● Activity 1
 ○ https://docs.google.com/document/d/11clj0Z1q1b3kkErOwLxlUGdz7RKTqQ
Awzlw_MaCzwWQ/edit?usp=sharing
● Activity 2
○ https://docs.google.com/document/d/10LBmDx5MxoZE2gLGxcxGEvQUTRFHiN
V9L_tAJNUb-_A/edit?usp=sharing
● Artifact 1- Mars’ Artifact: https://share.nearpod.com/vsph/VOqcTIMMLu
○ Code ACODU
● Artifact 2- Nathan’s Artifact:
○ https://www.lucidchart.com/invitations/accept/0a9698b1-9300-46be-8138-
90a32b2a3fff
● Artifact 3- Emilia’s Artifact:
○ https://play.kahoot.it/#/k/4ce98371-f644-4def-950e-f67bdc39130b

Differentiation:
If needed, and described and depicted by the teacher, various modifications, as tailored
to the specific students needs/abilities can be utilized for students of various abilities and
learning methods. For students that suffer from issues such as ENL or dyslexia, special
accomodations can be made for each student such as utilizing new font types or the use of a
special teacher/translator for those students that need it. For low versus high ability learners, the
activities can be created and modified based on these characteristics, if needed. For example,
the short stories are tailored to the specific reading level of middle schoolers and only consist of
a short excerpt of each story. Therefore, allowing all students to participate as they should not
exceed the abilities of any one student. Without possible access to the internet or Wifi, teachers
could print off the given questions/possible answers and allow the students to answer them by
using the typical pencil/paper method, while still learning the material.

Anticipated Difficulties:
If difficulties do arise, such as issues with the internet, for example, printed off versions
of the Kahoot and the other activities that are present throughout our lesson such as the group
creation of a short story and the analysis of excerpts of short stories. This can allow the
students to still review the given knowledge and information by using pencil/paper method.
Further difficulties can be fixed an adapted through as they arise, but should be prepared for
and thought about ahead of time such as specific learning disabilities such as ADHD, which
could cause the lesson plan to be shorter for those students, so as to not overwhelm them, but
still allow them to participate in the activity with the rest of the class/students.