
Writing Code for a Written Story
Learning coding skills will allow students to bring their written stories to life.
For each session I recommend a 5 minute mini-lesson introducing the new skills (I Do) followed by students demonstrating the skills using a SMART board or projector while you are with them on the carpet for 3-5 minutes (We Do) and ending with 30 minutes of the children working in pairs or independently (You Do) while you circulate and assist them with their work.
Lesson 1:
1. Login, create and name a new Scratch document.
2. Explore sprites (characters) and backdrops (settings).
3. Select a 1 backdrop and 2 characters for their recess story.
4. Place the characters at their starting points.
5. Have characters move across the screen to desired locations.
Lesson 2:
1. Set characters at desired angles.
2. Flip character orientation and switch costume.
3. Have character 1 speak to character 2.
4. Have character 2 respond.
5. Change the number of seconds characters speak.
Master how to make a character hide and reappear, create thought bubbles, and switch backdrops to new settings using broadcast messages and event-driven actions.
Download and save an image from kids search dotcom, upload it to Scratch, and edit its costume to remove the background, then test with undo.
Learn to paint and customize sprites and backdrops in Scratch-style projects, resize and duplicate characters, add effects like fire breathing, and position them with scripts and coordinates.
Turn a children's story into a scratch cartoon, add music with the sound library, fix glitches, and share the project with peers in the Coding for Kids course.
Coding Curriculum: Upper Elementary School
Project #1: Writing and Coding
Writing Code for a Written Story
These coding skills will allow students to bring their written stories to life.
For each session I recommend a 5 minute mini-lesson introducing the new skills (I Do) followed by students demonstrating the skills using a SMART board or projector while you are with them on the carpet for 3-5 minutes (We Do) and ending with 30 minutes of the children working in pairs or independently (You Do) while you circulate and assist. I recommend placing a check next to skills once a student has demonstrated mastery. This will help you assess which students need small-group instruction.