web-logo-tagline-800px.png

Unit Title

Storytelling

Course(s)

5

Designed by

Sylvia Johnston

Time Frame

8 weeks

Stage 1- Desired Results

Establish Goals

By the end of this unit students will have created a short animation using Scratch jr, that retells a popular story.

ISTE Standards:

Creative Communicator

  • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
  • 6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • 6d - Students publish or present content that customizes the message and medium for their intended audiences.

Transfer

Learners will be able to....


Plan a story, thinking about what happens in each scene

Use scratch blocks to trigger actions

Use movement blocks effectively

Use text and recording features to bring characters to life

Effectively order the events in a story

Meaning

UNDERSTANDINGS

Learners will understand that...

  • There is a beginning middle and end when programming
  • Writing a simple program is similar to writing a simple sentence
  • Animation can be a digital art form

Essential Questions

Learners will keep considering...

  • How do you construct and effective story?
  • What can stories convey?
  • How do stories influence feelings and emotions?

Acquisition

Learners  will know…

  • Stories can be constructed, told and interpreted in different ways.

Learners will be skilled at...

  • Non-verbal communication
  • Recognizing the meaning of visual and kinesthetic communication
  • Recognizing and creating signs
  • Interpreting and utilizing symbols

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:

Goal

The goal is to tell a story with Scratch Jr.

Role

You are the programmer.

You are the storyteller

Audience

The audience are you friends in grade.

Your parents at Arts night

Situation

Your script sentences need to have a beginning, middle and an end.  The end will help your story move on.

Product

You will make all the characters in your story move and/or speak to each other.  You will have 6 different scenes/stages.


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

The students will be able to explain why they chose different blocks, displaying an understanding of how they help to tell the story.

Interpret

The students will be able to tell meaningful stories through their eyes and cultural

Apply

Students will have tried and tested the program, making changes along the way.

Have perspective

Will have thought about the different perspectives the story can be told through, applying their understanding of fractured fairy tales.

Empathize

Have self-knowledge

After the project is complete, the students will have time to reflect on their choices and the overall progress of their animation/story.  They will think about how they could have made it better and what they have learnt throughout the process.  This reflection will be included in their Haiku ePortfolio.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

Lessons 1 & 2

Finding out what the blocks mean

Lesson 3 & 4

Instruction cards 1-9

Lessons 5 & 6

Reverse engineering

Lessons 7

Storyboard - background and characters

Lesson 8

Storyboard - start script

Lesson 9

Complete animation and share with class

Lesson 10 & 11

Storyboarding own story, based on classroom literacy and UOI work

Lesson 12 & 13

How can we animate this story? - looking at the blocks we need

Lesson 14

Complete story and share with the class

Stage 4 - Developing Understanding Goals

Concerns

Areas that Need Work

Criteria

Standards for this Piece of Work

Advanced

Evidence of Exceeding Standards

Structure

My story has a beginning, middle, and ending that others can understand.  

Characters

I coded more than one character.

Backgrounds

The background changes at least once.

Code

I used a variety of coding blocks, and my characters have more than one set of code. The coding makes sense to the story.

Attitude & Debugging

I had a positive attitude during coding.

I tried to figure out how create and fix the code problems in my program.

I only needed a little help from my teacher during coding.

Summative Assessment Ideas

Students will talk about their project and give reasons for the choices made with coding blocks

Students will work with another student to give some peer feedback

Students will complete a storyboard, displaying some of the blocks that they plan to use

Students will complete a short animated version of The 3 Billy Goats Gruff

Resources / Materials:

  • Scratch jr instruction cards
  • iPads
  • Storyboards
  • Story cards