Beruflich Dokumente
Kultur Dokumente
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.
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.
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.
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.
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.
Resources / Artifacts:
EdPuzzle-Megan
Coding Screencast-Megan
Powerpoint-Emily
Sample concept map-Liz
Differentiation:
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.