Lesson Plan Template Primary & Secondary

Unit/Topic: Story Retelling

Key Learning Area: English Language Year Level: Grade 5

LESSON OUTCOMES:
Students will be able to:

 Retell a short story that has a beginning, middle, and end.

 Develop the ability to think creatively, argue logically, and collaborate with others
 Sequence commands for a particular performance
 Debug the program while actively listening to the advice.
 Use conditional statements to end the story.
 Develop the short interactive storytelling using scratch

LESSON STRUCTURE:

Time Introduction: Teaching Approaches

Overview
50 min In this lesson students are challenged to use their
computing skills to retell a short story. Students will learn
how minor changes in coding may result in changes in the
story they create by sequencing different commands in a
loop.

Prerequisites
 Students must have prior knowledge about scratch in
creating sprites, choosing backdrops, and using the
block “when the green flag is clicked”.

Activity 1 Preparation (5 min)

 Have students view the three-minute video “Gold
Coins and a Selfish Man” on YouTube.

Activity 2 (20 min) Activity 2 (20 min)

 Tell students that they are going to make their own Time on Task
program to recreate and retell the “Gold Coins and Collaborative work “Heads
a Selfish Man” story that they watched. Together”
 Students must mix and change somethings in the Groupwork 4 in each group
story.
 Students will use the main ideas of the story each
one will be assigned a task
o Task 1 selfish man
o Task 2 honest kid
o Task 3 money pouch
o Task 4 the programmer
 Using green and white blocks on the floor students
will write a new story script by giving and
following clear written instructions on paper
 Activity 3 (20 min)
Activity 3 Application (20 min) Pair Programming
 Students will create sprites 3 to 4 sprites choose
sprites and use instructions from the Block Palette's
Motion and Looks sections.
 Alter outfit and backdrop in scratch
 Two students sit at the same computer
o driver moving the mouse
o navigator reading through the problem
Activity 4 (5 min)
Activity 4 (5 min) Individual work
 Exit ticket List 2 things you learned in scratch and
one thing you would like to learn

Time Main Content: Teaching Approaches

Start the class with a group discussion ask and students
50 min  Has anyone heard of the words Developer, Tester,
Bot?
o What do you think each word means?

Then explain
Developer: the one who writes the program
Tester: gives instructions to the Bot and search for bugs
Bot: runs the program
Activity 1 (25 min)
Activity 1 (25 min) Time on Task
 Give the groups the tasks of: Collaborative
o Task1: The Developer (writing the program) Groupwork 3 in each group
o Task 2: The Tester (giving instructions to the
Bot and search for bugs).
o Task 3: The Bot (running the program).

 Have students retell the story. Story retelling sheet

(link)

Let students know they will write clear instructions

for the Bot (programmer). Let them know it is
critical to provide very specific instructions.

The key to using the printed arrows (for stepping one

step forward and moving around left and right) and
cards resource to remain consistent.
The aim is to move Avery to find the posh of money
and reach Nour.
Activity 2 (25 min)
Activity 2 Application (20 min)
Pair Programming
 Students will demonstrate their understanding by
starting to apply what they learned in activity 1 on the
scratch program. (Stepping forward, Gliding sprites..)
Activity 3 (5 min)
Activity 3 (5 min)
Individual work
 Exit ticket List 2 things you learned in scratch
 today and one thing you would like to learn more.

Time Main Content (Continued) Teaching Approaches

Start the class with a group discussion ask and students Activity 1 (25 min)
50 min  Has anyone heard of the words Broadcasting? Time on Task
o What do you think the word means? Pair work
Then say: Turn and Talk
Broadcasting is a block in scratch block that delivers a
broadcast message across the whole Scratch application. one student will use the Say
and another the Broadcast
Activity 1 (25 min)
 Get two students to converse with one another to
learn to broadcast messages and control the events one student will use the If..
in the story. and another the else... to
 Use the Say (Looks) and wait (control) blocks to create the end of the story
coordinate the conversation using a card game
(Link)

 Students will use the scripting sheet to write

conditioning sentences using (If … else…) to end the
story (link)

Activity 2 Application (25 min)

 Students will demonstrate their understanding by Activity 2 (25 min)
starting to apply what they learned in activity 1 on the
scratch program. Pair Programming
 Students build scripts using the animation on
scratch and broadcast massages to sprites and
backdrops

Time Conclusion: Teaching Approaches

50 min Activity 1 Application (50 min) Activity 2 (50 min)

 Students will demonstrate their understanding by
finalizing their scratch program and what they learned Pair Programming on
in the previous activities. scratch
 Develop the end of short storytelling on scratch
using conditioning sentences using (If … else…) Presentation of scratch
concluding the moral behind the lesson program
“If you are honest with other people then you can
be rewarded.”
 Test their program if it worked.
 Share their work with their peers.

RESOURCES
 Gold Coins and a Selfish Man Story Video (Link)
 Green and white floor square blocks
 White paper, pencils
 Story retelling sheet (link)
 Conversation card game (Link)
 Scripting sheet (Link)
 Working coding sheets
 Computers
REFLECTION

Nowadays the skill to code computer programs is a crucial aspect of literacy. Students learn to program

with Scratch, they develop key problem-solving, project-design, and methods of communication. To

create a strategy, you use the drag and drop feature, which means rather than inputting programming

language as in typical coding, you drag multi-coloured blocks then connect them with each other to

create programs. Meaningful learning is more important than everything else in computer science

education. Thus, providing students with unplugged activities also enhances their computational

thinking and aid them to use steps to develop a problem-solving procedure (algorithm).

Students are taught how to explain an idea, as abstraction was used, to determine the crucial elements

they ought to address the problem, breakdown into manageable basic sequence so they can build a

procedure that satisfies the requirements. Starting a lesson with low tech such as unplugged activities

used help students build an understanding to sequence their instruction in scratch. Additionally, when

students developed sequence of instructions it added them to make an algorithm to complete the goal.

Finally, Resnick et al. (2009) emphasized that coding is such as writing. Learners who know how to

code can write interesting concepts like engaging tales, and graphics.

Scratch link
Gold Coins & A Selfish Man

https://scratch.mit.edu/projects/611812186