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Computational Thinking Lesson Plan

Megan Brear, Emily Getz, Liz Webb


Grade: Second Grade
Overall Goal:
In general, the goal of this lesson is to teach students to use computational thinking by
organizing a story with a beginning, middle, and end, and developing this story with an app called
Codeable Crafts. Creating an organized story with sequenced parts will help them to think
algorithmically. Coding on the app will help further their automation skills with their technology,
as well as practice abstraction, as they simplify their narrative into pictures.
The instructor will start the lesson by assigning an EdPuzzle assignment for the kids to
watch, teaching them how to pre-write for a narrative. The students will then come to class and
learn about the writing process through a PowerPoint presented by the teacher. After the lesson,
the teacher will show the students a scaffolded example of a story she coded.
The students will then be given a pre-formatted concept map that they will fill out to
organize their thinking. They will be graded on this concept map using the rubric provided below.
After they fill this out, they will type up their concept map into a narrative that they will record
when they make their story. Students will edit each other's scripts to help improve sentence
structure and vocabulary.
They will then code a story using the app, Codeable Craft. Doing so will teach the
students about computational thinking, as they will be executing coding throughout the story.
They will then record themselves reading their script over the story, making a full story with a
narrative overlay.
Finally, the students will share their story in front of the class by displaying it on the
smartboard and playing their story recording aloud. Students will be assessed on their ability to
create a narrative including a beginning, middle and end, as well as their computational thinking
skills as evidenced by how smoothly their final Codable Craft project presentation flows.

Standards Learning Objective Assessment

2.W.3.3 Develop topics for 1. The students will be able to name 1. Powerpoint demo
friendly letters, stories, poems, the three components of narrative. in class (see
and other narrative purposes (Beginning, middle, end) artifacts)
that 2. The student will be able to 2. Students identify
Include a beginning. describe the three components of a components from
Use temporal words to narrative. example narrative
signal event order (e.g., 3. The students will be able to (see artifacts)
first of all). complete a narrative with three clear 3. Final copy of
Provide details to components based on their narrative (see
describe actions, personal experience. rubric)
thoughts, and feelings. 4. The students will revise and edit 4. Peer review (see
Provide an ending their peers narratives. rubric)
2.W.4 Apply the writing process
to
Generate a draft by developing,
selecting and organizing ideas
relevant to topic, purpose, and
genre; revise writing, using
appropriate reference materials,
by adding details (e.g.,
organization, sentence structure,
word choice); edit writing for
format and conventions (e.g.,
spelling, capitalization, usage,
punctuation); and provide
feedback to other writers.

Use available technology to


publish legible documents

K-2.PA.2 Create 5. The students will be able to 5. Concept map with


developmentally appropriate organize the ideas for their narrative instruction (see artifacts)
multimedia products with in an algorithmic structured concept
support from teachers, family map.
members, or student partners.

K-2.PA.3 Arrange information 6. The students will be able to 6. Final copy of narrative
using concept mapping tools and create a Codable Crafts on Codable Crafts (see
a set of statements that presentation for their own narrative rubric below)
accomplish a simple task. and coding skills.

Key Terms & Definitions:

Narrative: a personal story, description, or account of events


Concept Map: A diagram or visual graphic that outlines the events pertaining to a main
idea, concept or prompt
Peer Review: A classmate or fellow student reads over a piece of work to check for small
errors
Coding: Creating an online computer program through combining designated motions,
sounds and events to an object
Narrative Components: The three essential parts of an effective narrative or story: a
beginning, middle and ending
Lesson Introduction (Hook, Grabber):
The instructor will begin by assigning the students an Edpuzzle to watch (see artifacts
below) for homework. This introduces pre-writing and the main concepts in narrative writing that
will be covered in class. The follow day, the instructor will begin by giving a brief mini-lesson on
the three components of narratives (see attached powerpoint). This ensures that students have
the necessary knowledge to effectively write a narrative and any questions prior to watching the
Edpuzzle are clarified. This is a fun and engaging way to introduce the topic to students because
the Edpuzzle is animated/kid-friendly and the powerpoint includes examples from childrens
literature.
Next, the instructor will have students sit on the floor around him/her and provide an
example of the book project the students will be working on in the main part of the lesson. The
book is a narrative that will grab the students attention because it is written by and based off the
instructors personal experience. Sharing this story serves two purposes: 1) provides a scaffolded
example of what students are expected to create 2) breaks up the flow of a standard lecture.

Lesson Main:

The students will create their own books using an app on the iPads called Codable Craft.
They will use the teachers example as a model for their own online story.
Each student will pick one of the prompts given to compose their own personal narrative.
They can choose from the following: Describe your favorite holiday memory, Name a time you
had to overcome a challenge, or Describe your most memorable vacation. The students will
plan their narrative by using an online concept map program. The teacher will show the students
the basics of the program in order to help them use it effectively. They will then also use the
guided concept map resource provided to them to help them along. They will be instructed to
include a beginning, middle, and end. The students will provide details to describe how they felt,
thought, and responded to the actions that took place. Each of these ideas will be in their own
bubble/block/etc, as instructed by the guided resource. Thinking in this sequential mindset will
model computational thinking, as students will be thinking step-by-step.
After the students have planned their narrative, they will type up a draft on a word
program. They will organize their ideas from their concept map into their writing. Using
transitional words, the students will be able to sequence their ideas. After they have created their
basic writing, they will go back to add descriptive words and details, edit spelling and
conventions, and check for logical sentences. They will then have peers review their narrative.

Lesson Ending:
To conclude our lesson on writing a narrative using computational thinking, we will ask
the students to bring their story to life by using Codable Crafts. Codable Crafts is an application
on iPads that students can use to code a story. Students will also add their own voice to the story
by recording their story to correspond with the coded pages. They will be able to animate their
characters and add life to their narrative while also learning basic skills of coding and computer
programming. Once students complete their Codable Craft online book, each student will share
their story in front of the class by displaying it on the smartboard. Students will be assessed on
their ability to create a narrative that includes a beginning, middle and end and also on their final
Codable Craft project being connected to the story and working smoothly when presented. With
these assessments, students will gain experience employing computational thinking skills and
will master second grade English/Writing and computer science standards.

Assessment Rubric- Concept Map:


Great (5 points) Average (3 points) Poor (0 points)

Completion All 25 spots of the 24-15 of the spots on Less than 15 of the
concept map are filled the concept map are spots on the concept
out. filled out. map are filled out

Prompt The student addresses The student partly The student does not
one of the 3 prompts with address one of the address one of the
great attention to detail. prompts but does not three prompts; work
answer the question is off-topic.
completely.

Content The concepts and ideas There is some The student lacks a
presented by the student connection between clear connection
are logical and organized ideas, but the student between ideas;
efficiently. lacks thoughts are
scattered.

Grammar and There is 1 or no grammar, There are 2-3 There are more than
Conventions punctuation, or syntax grammatical errors. 3 grammatical errors.
errors. It is clear that the
student revised his/her
work.

Organization The draft clearly indicates The draft indicates 2 The draft indicates 1
the 3 components components of the component of the
(beginning, middle, and narrative. narrative.
end) of the narrative.
Assessment Rubric- Narrative
Great (5 points) Average (3 points) Poor (0 points)

Peer review The student The student The student does not
participates fully in participates in peer participate in peer
peer review and review but does not review and makes
makes necessary make all of the few necessary
revisions. necessary revisions. revisions.

Diction The student displays The student displays The student displays
rich vocabulary skills adequate vocabulary poor vocabulary skills
with 7+ transitional skills with 4-7 with 3 or fewer
and descriptive transitional and transitional and
words. descriptive words. descriptive words.

Beginning Effectively introduces Introduces either the Does not introduce


the setting and setting or characters. the setting or
characters. characters.

Middle Introduces the main Introduces the main Does not introduce
action with action but does not verbs or adjectives.
descriptive verbs and include descriptive
adjectives. verbs and adjective.

End Final resolution with Final resolution but No final resolution or


description of no description of description of
emotions felt. emotions felt. emotions felt.

Assessment Rubric- Coding Narrative

Characters Includes 3 or more Includes 1-2 creative, Includes less than 1


creative, neatly drawn neatly drawn creative, neatly drawn
characters. characters. character.

Setting Includes an Includes a backdrop Does not include a


appropriate backdrop but it does not match backdrop.
for the setting of the the plot of the
narrative. narrative.

Coding Includes at least 5 Includes 3-4 coded Includes less than 3


coded actions for actions for each coded actions for
each character. character. each character.

Voice-over Students Codable Students Codable Students Codable


Craft includes a voice- Craft includes a voice- craft does not include
over recording of over recording of a voice-over
their narrative. some of their recording of their
narrative. narrative.

Resources / Artifacts:

EdPuzzle-Megan
Coding Screencast-Megan
Powerpoint-Emily
Sample concept map-Liz

Differentiation:

1.Differentiation for ability levels


High ability: High ability learners could go above and beyond, creating a very interactive,
in-depth story as they code.
Low ability: Low ability learners could write a more basic narrative and use the coding
with the help of the teacher. The students story could be simple and display coding on a
more basic level.

2. Differentiation for demographics


The students could write their own story, meaning they could write about their own
culture. The teacher should invite students to share whatever they think best fits the
prompt and is an important subject to them. It is vital the students feel comfortable and
able to write about their culture if they choose although it is not at all required.

3. Differentiation for languages


ENL: The students would have the directions written for them in their original language.
They would also get more intense instruction from the teacher, as the teacher could work
with them one-on-one to provide the most helpful instructions possible.
ESL: The student would be given both a copy of the directions in their original language
and English. The student would also have more instruction from the teacher if necessary.
If possible and needed, these students may be able to help translate for ENL students
trying to communicate with the teacher.
EFL: The student would be given the directions in English. If there were other students
that needed help with translating something to English, these students could be there to
help them.

4. Differentiation for access & resources


All students are given Chromebooks to work on their concept maps and typing up their
story. However, if they do not have a wireless connection at home, they would be given
the ability to work on the project during recess or after school with the laptops if chosen.
However, if the student would prefer, he/she could neatly write his/her story instead of
typing it. Also, the students will be using the iPads to make their story using the app,
Codeable Craft. They will be given class time to use these iPads, so they will not need any
wireless connections or resources outside of the classroom.

Anticipated Difficulties:

For many students, this is the first time they are applying the writing process to draft and
organize a narrative. During the presentation of the powerpoint, instructors will ensure that all
questions are answered about the basic structure of a narrative, and connect this to the concept
map. If a students work is not proficient after the preliminary peer editing process, the instructor
may intervene and offer suggestions to help guide the student.

Due to diversity in technological access, some students may have more knowledge in
coding than others. There is a scaffolded screencast available for students who are struggling
with coding that explains the step-by-step process using a snorkeling example. In addition, while
students code in class the instructor will walk around and answer questions as they arise and
look for nonverbal cues that students might be stuck.