Unit Title




Designed by

Sylvia Johnston

Time Frame

6 weeks

Stage 1- Desired Results

Establish Goals

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


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



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?


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


Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:


The goal is to tell a story with Scratch Jnr.


You are the programmer.


The audience are you friends in grade.


You need to show that your story has a beginning, middle and an end.


You will make all the characters in your story move and/or speak and have 2 or 3 different backgrounds.


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


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


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


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.


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

Resources / Materials:

  • Scratch jnr instruction cards
  • iPads
  • Storyboards
  • Story cards