Objective:

Students will apply computational thinking by treating the use of transition words as an algorithmic process. They will break down sentences into smaller parts, use conditional logic to select the appropriate transitional word, and practice recognizing patterns in how transition words connect ideas.

Materials Needed:

• Pre-made cards with transitional words (e.g., "however," "moreover") and sentence parts

• Chart paper or whiteboard for group scoring

• Conditional flowchart templates (if needed)

Steps:

• Introduction:

  • Start by introducing the concept of algorithms in computer science, explaining how algorithms are step-by-step instructions that help computers process information. 

  • Tell students that today, they will apply this type of logical thinking to language by "programming" sentences using transition words. 

  • Explain that just as algorithms help computers decide what to do next, transition words help sentences flow logically from one idea to the next.

• Group Activity:

  • Divide students into small groups and give each group a set of cards: one set with transitional words (e.g., "although," "in addition") and another set with sentence parts that need a logical connection (e.g., "I was tired," "I finished my homework"). 

  • The goal is for students to treat each sentence as a problem and use computational thinking to "solve" it by choosing the correct transition word based on the sentence’s context.

• Playing the Game with Algorithmic Thinking:

  • Students will take turns drawing cards with sentence parts and decide on a transitional word by thinking through the problem logically, similar to following an "if-then" statement in programming. 

  • For example, "If the second part of the sentence adds information, then use ‘in addition.’" 

  • This process mimics how conditional statements work in programming—if a specific condition is met, then a particular action (or transition word) is selected.

• Testing and Debugging:

  • After each group has finished creating sentences, they will test their sentences by reading them aloud and evaluating whether the transitions make sense. 

  • If a transition word doesn’t fit, they’ll "debug" the sentence by trying different transitional words until they find the correct one, reinforcing the iterative process of problem-solving in both coding and writing.

• Presentation and Discussion:

  • Each group will present one or two of their sentences, explaining the logic they used to select the transition word and how they corrected any "errors" in the sentence flow. 

  • Lead a discussion about how computational thinking—such as breaking down problems, using logic, and testing solutions—helps in writing just as it does in programming.

Equity and Access:

Provide conditional flowchart templates to guide students who may need extra support in applying computational logic to selecting transitional words. Encourage peer collaboration and allow students to work at their own pace.

Real-World Application:

Discuss how both writers and coders need to organize information logically to communicate effectively. Just as authors use transition words to guide readers through ideas, software developers use conditional logic to make programs run smoothly.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify which transition word will logically connect sentence parts based on the sentence’s context.

Standard(s):

• CA CCSS ELA-Literacy L.5.6

• CA CS 3-5.AP.16

Objective:

Students will use Scratch or another coding platform to create an animated digital story that includes transitions using academic and domain-specific words that signal contrast, addition, and other logical relationships (e.g., however, moreover, similarly). The lesson will help students connect ideas clearly while understanding the function of transition words through coding sequences.

Materials Needed:

• Tablets or computers 

• List of transitional words categorized by function (e.g., contrast, addition, sequence)

Steps:

• Introduction:

  • Begin by discussing the role of transition words in writing and coding, emphasizing how words like "however," "in addition," or "similarly" connect ideas. 

  • Explain that just as transitions in writing guide the reader, coding transitions help organize the flow of an animation. 

  • Introduce Scratch as the platform for students to animate stories that use transitions to connect events.

• Group Activity:

  • In pairs, students will select or write a simple story that includes transitional phrases. 

  • Using a coding platform, they will code characters and scenes to visually represent the transitions, such as adding a new event to the story for the transition words "in addition" or showing a contrasting action with the word "however." 

  • For example, if a character is walking in the rain but then it stops, the term "however" indicates a need to code the transition between the two weather conditions.

• Creating and Coding:

  • Encourage students to use coding blocks to animate different parts of their story, ensuring the transitions between actions or scenes reflect the meaning of the transitional words. 

  • Students will use logic blocks in Scratch to code sequences that change actions or backgrounds, representing contrasts or additions. 

  • The students add code comments to their coding platform workspace to depict the transition word or phrase from their written story.

• Testing and Refining:

  • Once students complete their stories, they will test the transitions by running their animations. 

  • Encourage them to refine any parts where the logical connection between events or ideas is unclear, ensuring that the transitions enhance understanding.

• Presentation and Discussion:

  • Each group will present their animated story, explaining how they used transitional words and coding sequences to connect different parts of the story. 

  • Lead a class discussion on how both coding and transitional words create clear, logical flow in communication.

Equity and Access:

Provide a template with pre-coded scenes for students who may need additional support. Pair students with varying levels of coding experience to encourage collaboration and peer learning.

Real-World Application:

Discuss how software developers use transitions in user interfaces and animations to make the flow of information smoother. Relate this to how writers and speakers use transitional words to make their communication clearer.

CS Practice(s):

• Creating Computational Artifacts: Students create a digital story using a coding platform, incorporating transitional words into coding sequences.

• Recognizing and Defining Computational Problems: Students identify where and how to use transitions to connect actions in their story.

Standard(s):

• CA CCSS ELA-Literacy L.5.6

• CA CS 3-5.AP.12

• CA CS 3-5.AP.19