Essential questions for the year:

Questions/Objectives of the day:

A rough outline for each quarter (grades 2-8)

Week 1

Class 1

Class 2

Class 3

Class 4

Week 2

Class 1

Class 2

Class 3

Class 4

Week 3

Class 1

Class 2

Class 3

Class 4

Scratch Jr. Generic Lesson Structure (Kinder and 1st)

If iPads are not available, we will work on Code.org

Debugging

Khan debugging options

Scratch debugging options

Sonic Pi debugging options

Swift debugging options

Project options

Khan Section Projects:

Scratch project options

Scratch Jr. project options

Sonic Pi project options

Swift project options

Project questions to think about if you’re not sure what to make

What to do when you need help:

Code.org

Generic plan

Khan Academy

Scratch

Scratch Jr

Sonic Pi

Swift

Previous Thursday classes on digital citizenship


Essential questions for the year:

Questions/Objectives of the day:


A rough outline for each quarter (grades 2-8)

Week 1

Class 1

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        1        Class:        1        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 2

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        1        Class:        2        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 3

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        1        Class:        3        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 4

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        1        Class:        4        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Week 2

Class 1

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        2        Class:        1        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 2

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        2        Class:        2        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 3

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        2        Class:        3        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:

Class 4

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        2        Class:        4        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Week 3

Class 1

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        3        Class:        1        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 2

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        3        Class:        2        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Class 3

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        3        Class:        3        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:

Class 4

Facilitator:        Jared O’Leary                Subject:        Technology

Quarters:        1, 2, 3, and 4        Week:        3        Class:        4        Grade:        2nd through 8th

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Scratch Jr. Generic Lesson Structure (Kinder and 1st)

Facilitator:        Jared O’Leary                Subject:        Technology

Quarter:                Week:                Class:                Grade:        Kindergarten and 1st Grade

Standard:        

Objective:

Sub-Objective(s):

Success Criteria:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Essential Vocabulary:

Materials:

Weekly project:

Projects vary by week. See the sections above for each project.

Process:

Assessment:

Closing/Reflection/Connections:


If iPads are not available, we will work on Code.org

Facilitator:        Jared O’Leary                Subject:        Technology

Quarter:        All        Week:        All        Class:All        Grade:        Kindergarten and 1st Grade

Standard:        

Objectives:

Success Criteria:

Recurring questions:

Questions:

Differentiation:

        Enrichment:        

        Average:

        Remediation:

Materials:

Process:

Assessment:

Closing/Reflection/Connections:


Debugging

Khan debugging options

V3


Scratch debugging options

Q1 Debugging

Q2 Debugging

Q3 Debugging

Q4 Debugging


Sonic Pi debugging options

play 72

sleep 05

play 75

sleep 05

play 79

play e

sleep 0.5

play d

sleep 0.5

play c

play :C3, pan: -1

play :C5, pan: -1

play 50, amp: 0.1

sleep 0.25

play 55, amp: 0.2

sleep 0.25

play 57, amp: 0.4

sleep 0.25

play 62, amp: 1

use_synth: tb303

play 38

sleep 0.5

use_synth: dsaw

play 50

sleep 0.5

use_synth: prophet

play 57

        sample :ambi_drone, rate: 05

        sample :ambi_drone

sample: ambi_lunar_land

        sample :ambi_dark_woosh, rate: -1, start: 0.5, start: 0.75

        sample :ambi_dark_woosh, rate: -1, attack: 0.75

        sleep 2

        sample :ambi_dark_woosh, rate: 1, attack: 0.75

        loop do

  sample :perc_bell, rate: (rand 0.125, 1.5)

  sleep rand_i(0.2, 2)

end

        loop do

  play choose[:E, :E, :B, :B, :A, :C]

  sleep choose[0.25, 0.5, 1, 2, 4]

end

        loop do

  sample :perc_bell, rate: (rand 0.125, 1.5)

  sleep rand_i(0.2, 2)

end

        4.times do

  play (chord :e, :minor)

  sleep 2

loop do

  if one_in(2)

    sample :drum_heavy_kick

  else

    sample :drum_cymbal_closed

  end

  sleep 0.5

end

4.times do

    sample :drum_heavy_kick

    end

4.times do

    sample :drum_cymbal_closed, amp: 0.25

    sleep 0.125

  end

  sample :elec_snare

4.times do

    sample :drum_cymbal_closed, amp: 0.25

    sleep 0.125

  end

        loop do

  play :E4

  sleep 0.5

  play :D4

  sleep 0.5

  play :C4

  sleep 1

end

# All of the code below works the way it is supposed to

4.times do

  play :C4

  sleep 0.25

end

4.times do

  play :D4

  sleep 0.25

end

play :E4

sleep 0.5

play :D4

sleep 0.5

play :C4

sleep 1

        loop do

  sample :drum_heavy_kick

  sleep 0.5

end

loop do

  sleep 0.5

  sample :drum_snare_hard

  sleep 0.5

end

        loop do

  sample :drum_heavy_kick

  4.times do

    if (4)

      sample :drum_cymbal_open, amp: 0.45, finish: 0.05

    else

      sample :drum_cymbal_closed, amp: 0.25

    end

    sleep 0.125

  end

  sample :elec_snare

  4.times do

    if (4)

      sample :drum_cymbal_open, amp: 0.45, finish: 0.05

    else

      sample :drum_cymbal_closed, amp: 0.25

    end

    sleep 0.125

  end

end

loop do

  if one in (2)

    sample :drum_cymbal_closed

  end

  sleep 0.125

End

loop do

  sample :drum_cymbal_closed unless one_in(10)

  sleep 0.125

end

        define :buns do

  play :E

  sleep 1

  play :D

  sleep 1

  play :C

  sleep 2

end

        # What am I missing right here?

for n in 40...100 do

    play 50

    sleep 0.0125

  end

with_fx :echo do

  for n in 40...100 do

      play n, release: 0.1

      sleep 0.0125

    end

with_fx :slicer and :echo do

  for n in 40...100 do

      play n, release: 0.1

      sleep 0.0125

    end

  End

loop do

  with_fx :ixi_techno, reps: 16 do

    play :A, release: 0.1

    sleep 0.125

  end

  with_fx :wobble do

    play :G, release: 0.1

    sleep 0.125

  end

  with_fx :panslicer do

    play :F, release: 0.1

    sleep 0.125

  end

  with_fx :bitcrusher do

    play :G, release: 0.1

    sleep 0.125

  end

end

                play [:A :C :E]

play chord(:E3, :m13), [0.25, 0.5]

use_synth :subpulse

loop do

  play chord(:E3, :minor), release: 0.3, cutoff: rrand(60, 120), amp: 2

  sleep 0.25

end

        loop do

  play 65

  sleep 0.5

end

        live_loop :sound do

  sample :drum_cowbell, amp: 0.4

  sleep 0.5

end

live_loop :sound do

  sleep 1

  sample :drum_snare_soft, amp: 2

end


Swift debugging options

Project options

Khan Section Projects:

Once you finish a section in Khan, complete the following in a program. Once you complete the applied understandings below, call me over so I can check it off.


Scratch project options

Q1 Project Options

  1. Interactive collage - Who am I?
  1. How can you make an interactive collage about yourself or someone you know?
  2. The link above is an example of my own interactive collage. Click on each image to see/hear something about me, then remix or create your own version.

  1. What can you create? v1
  1. Using any combination and number of these blocks, what can you create?
  2. Create a spinoff of the project above using only the blocks inside the project.

  1. Create a project with a random sprite
  1. If the link above doesn’t work, use dice to determine how many of each body part this sprite will have
  1. Draw one body and a head in the middle of the screen
  2. How many legs will the sprite have?
  3. How many arms will the sprite have?
  4. How many ears will the sprite have?
  5. How many eyes will the sprite have?
  6. How many noses will the sprite have?
  7. How many teeth will the sprite have?
  8. What’s your sprite name?
  1. Once your sprite is created, make a story, animation, or dance for your sprite
  2. What do you want your sprite to be able to do?

  1. Remix or create your own school appropriate project
  1. Think about what kind of project you want to remix/create and what you hope to learn while working on it, then come talk with me before you get started

Q2 Project Options

  1. Using sprites and sound blocks, create a musical instrument that you can play
  1. Here is an example with a few different options
  1. What other ways could you make music?

  1. What can you create? v2 
  1. Using any combination and number of these blocks, what can you create?
  2. Create a spinoff of the project above using only the blocks inside the project.

  1. Make a story using random sprites
  1. If the link above doesn’t work, use the following steps with story cubes:
  1. First step - write down in your project page what the cubes were so you don’t forget
  2. What kind of sprites will be in your story?
  3. How will/won’t the sprites interact with the user?
  1. How will/won’t they interact with other sprites?
  1. What kind of backdrops will/won’t you use in your story?
  2. What blocks will help tell your story?
  1. Remix or create your own school appropriate project
  1. Think about what kind of project you want to remix/create and what you hope to learn while working on it, then come talk with me before you get started

Q3 Project Options

  1. Amazing Mazes
  1. Step one - Starter Maze
  1. Remix this project and change the code of the ball sprite to navigate it through the maze.
  2. Use only the three kinds of motion blocks in a sequence to get the ball to the X.
  1. Step two - Loopy Maze
  1. Remix this project and change the code of the cat sprite to navigate him through the maze.
  2. Use only the three kinds of motion blocks and one repeat block to get him to the X.
  1. Step three - Advanced Maze
  1. Remix this project and change the code of the cat sprite to navigate him through the maze.
  2. Use only the three kinds of motion blocks in a sequence to get him to the X.
  1. Step four - More Amazing Mazes
  1. Pick another project from this studio and remix it to make it do something new

  1. What can you create? v3 
  1. Using any combination and number of these blocks, what can you create?
  2. Create a spinoff of the project above using only the blocks inside the project.

  1. Pong starter project
  1. How could you remix this game to do something different?
  2. Use this studio to learn some tips and tricks for making games
  1. Remix or create your own school appropriate project
  1. Think about what kind of project you want to remix/create and what you hope to learn while working on it, then come talk with me before you get started

Q4 Project Options

  1. Pass it on project
  1. Step one - Introduction
  1. Create an introduction to a short story using any blocks you want, but include an open ending so others can continue the story
  2. Share your short story, then call me over so we can upload your story here
  1. Step two - Middle
  1. Add to someone else’s story by remixing it to create the middle part of a story
  1. Find another person’s story here
  1. Step three - Ending
  1. Add to someone else’s remix and create an ending to a story
  1. Find another person’s remix here
  1. Last day
  1. Look at your original story and see what other people did with remixing it

  1. What can you create? v4
  1. Using any combination and number of these blocks, what can you create?
  2. Create a spinoff of the project above using only the blocks inside the project

  1. Cloning project
  1. Step one - Bubbles
  1. Remix this project to create your own clone creating project
  1. Step two
  1. Create your own project that uses clones
  1. Could you create a story, game, or animation using clones?

  1. Remix or create your own school appropriate project
  1. Think about what kind of project you want to remix/create and what you hope to learn while working on it, then come talk with me before you get started


Scratch Jr. project options

Q1 Project Options - Use the project idea generator for each project

  1. What kind of a dance can you make using blue blocks?
  2. What kind of dance can you make with loops?
  3. Create a dance with a random sprite
  1. Roll the dice to determine how many of each body part this sprite will have
  1. Draw one body and a head in the middle of the screen
  2. How many legs will the sprite have?
  3. How many arms will the sprite have?
  4. How many ears will the sprite have?
  5. How many eyes will the sprite have?
  6. How many noses will the sprite have?
  7. How many teeth will the sprite have?
  8. What’s your sprite name?

Q2 Project Options - Use the project idea generator for each project

  1. What kind of musical instrument can you create?
  2. How can you play a song by touching the iPad only one time?
  3. Make a story using story cubes
  1. What kind of sprites will be in your story?
  2. How will/won’t the sprites interact with the user?
  1. How will/won’t they interact with other sprites?
  1. What kind of backdrops will/won’t you use in your story?
  2. What blocks will help tell your story

Q3 Project Options - Use the project idea generator for each project

  1. Draw a maze in the background and write an algorithm to help a sprite move through the maze
  2. Create a conversation between two or more sprites
  3. Create a story that uses multiple backdrops

Q4 Project Options - Use the project idea generator for each project

  1. Pass it on project
  1. Monday
  1. Write a short story using any blocks you want
  1. Tuesday
  1. Switch iPads with someone else and change/add to each other’s story
  1. Thursday
  1. Add to your remixed story to make it even longer
  1. Friday
  1. Switch iPads again with someone else and remix each other’s story
  1. Create a project that explains what you like when someone presses on different sprites
  2. Create a story that has multiple backdrops and one of the backdrops has a dance party

Sonic Pi project options

Project questions to think about if you’re not sure what to make


Swift project options

All swift project options, resources, and guides can be found by going to this Google Drive folder. Other Swift resources include Swift Playgrounds (on the iPads) and the App Development with Swift guide on iBooks.


Project questions to think about if you’re not sure what to make


What to do when you need help:

Code.org

  1. Try it on your own three times
  1. Use these suggestions:
  1. Code.org Puzzle Solving Recipe
  2. Code.org Debugging Recipe
  1. Ask someone next to you
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What blocks/code do you think you’ll need to use?
  3. How does this compare with other puzzles/projects?
  1. Ask someone else in the class
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What blocks/code do you think you’ll need to use?
  3. How does this compare with other puzzles/projects?
  1. Ask me
  1. Please keep what you have tried on the screen so I can see it

Generic plan

  1. Check the built-in help or resources
  2. Ask a friend for help
  3. Ask another friend for help
  4. If I’m not working with someone, ask me.
  1. If I’m working with someone, repeat steps 1-3

Khan Academy

  1. Review the videos in your section
  2. Review the documentation // The documentation is found at the bottom of the challenges/projects
  3. Ask someone next to you
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. Ask someone else in the class
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. If I’m not working with anyone else, ask me (If I’m helping someone, repeat steps 1-4)
  1. Please keep what you have tried on the screen so I can see it

Scratch

  1. Read through the comments in the project or use Scratch’s built in help
  1. You can use the block help button (?) to find out information on a specific block
  2. You can use the Tips button to find out how to do some basics in Scratch
  1. Ask someone next to you
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What blocks/code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. Ask someone else in the class
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What blocks/code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. If I’m not working with anyone else, ask me (If I’m helping someone, repeat steps 1-3)
  1. Please keep what you have tried on the screen so I can see it

Scratch Jr

  1. Press and hold on a block to read what it does
  2. Ask someone next to you
  1. Make sure you are controlling the iPad and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What blocks do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. Ask someone else in the class
  1. Make sure you are controlling the iPad and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What blocks do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. Ask me
  1. Please keep what you have tried on the screen so I can see it

Sonic Pi

  1. Review the help section tutorials
  2. Review the documentation # The help section has tabs besides tutorial. Start with Examples and Lang.
  3. Ask someone next to you
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. Ask someone else in the class
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. If I’m not working with anyone else, ask me (If I’m helping someone, repeat steps 1-4)
  1. Please keep what you have tried on the screen so I can see it

Swift

  1. Is there a red or yellow error on a line of code?
  1. If so, what does it say and what do you think it’s trying to tell you?
  1. Read through previous steps in the playground guide
  2. Review the ‘Documentation and API Reference’ in the help section
  3. Ask someone next to you
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. Ask someone else in the class
  1. Make sure you are controlling the mouse and they are asking questions like:
  1. What step in your algorithm isn’t working?
  2. What code do you think you’ll need to use?
  3. How does this compare with other projects we’ve worked on?
  1. If I’m not working with anyone else, ask me (If I’m helping someone, repeat steps 1-5)
  1. Please keep what you have tried on the screen so I can see it


Previous Thursday classes on digital citizenship

The purpose behind changing Thursday classes is because the digital citizenship lessons are tangential to the actual coding curriculum. I included them to provide balance; however, when going through them, I was finding they were taking away a good chunk of time actually working on interesting coding projects. The classes didn’t enjoy the digital citizenship stuff because they wanted to work on coding (which is the purpose of our actual curriculum). So, instead, we will transfer understanding into other projects created by myself and people at DT so as to get a better understanding of how to code. In addition, I address these principles one-on-one with the kids as they come up in a lesson (e.g., discussing the legalities of using  someone else’s music in a Scratch project).

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