Beginner Lesson Plan 2 - Dancing

  • Have students open links (backchannel, scratch, etc) (5 minutes)
  • Students write a brief intro on the back channel ”My name is.. living in .. (5 minutes)
  • Have students open up Scratch. Give students time to explore the Scratch interface in an open-ended way. (10 minutes)
  • Prompt students with, “You have 10 minutes to make something surprising happen to the Scratch cat.” Or, “Take 10 minutes to explore the interface fearlessly. What do you notice?” Encourage students to work together, ask each other for help, and share what they are figuring out.
  • Ask for 3 or 4 volunteers to share with the entire group one thing that they discovered. Optionally, after the volunteers have shared, offer several challenges to the students:
  • Did anyone figure out how to add sound?
  • Did anyone figure out how to change the background?
  • -Did anyone figure out how to get help with blocks?
  • Show how to change a sprite and background
  • In groups/pairs students create a simple program using  the 8 specified blocks. They can duplicate the blocks as many times as they like.
  • Have volunteers play the bossy dance instructor (10 minutes)
  • Ask for 8 volunteers – four people who don’t mind being bossy and four people who don’t mind being bossed. Create four bossy/bossed pairs.
  • For each bossy/bossed pair:
  • 1. Have the bossed partner facing away from the display and the bossy partner (and the rest of the group) facing the display.
  • 2. Show the video to the bossy partner and the group, but NOT to the bossed partner.
  • 3. Ask the bossy partner to describe to their partner (using only words!) how to perform the sequence of dance moves shown in the video.
  • Programmed to Dance videos
  • Use the activity to discuss the importance of sequence in a set of instructions. (5 min)
  • What was easy/difficult about being the bossy partner?
  • What was easy/difficult about being the bossed partner?
  • What was easy/difficult about watching?
  • How does this activity relate with what we are doing in Scratch?
  • Dancing Cat activity (20 minutes)
  • Have students open the Tips window and follow the Getting Started with Scratch step-by-step tutorial to create a dancing cat program.
  • Encourage students to add other blocks, experiment with motion, sprites, looks, costumes, sound or backdrops to make their own project
  • Optional: Personalize the project by having images of teachers or students ready that students can insert into the project to make themselves or their teacher dance.
  • Resources
  • Share with other students (5 minutes). Give students a chance to discuss the following:
  •  What were your challenges? How did you overcome them?  What are you proud of? What could be your next step?
  • Demonstrate how to share a project and add it to the beginner studio (10 minutes)