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