Objective:

Students will break down sentences into component parts (nouns, verbs, adjectives) and then treat sentence construction as an algorithm. By breaking down the task of writing sentences into a clear sequence of steps, students will reinforce grammar concepts while also engaging in computational thinking by recognizing patterns and sequences in language.

Materials Needed:

• Sentence strips with parts of speech (nouns, verbs, adjectives, conjunctions)

• Algorithm cards (step-by-step cards describing how to build a sentence)

• Chart paper or whiteboard for recording examples

Steps:

• Introduction: 

  • Start with a discussion about algorithms in computer science—step-by-step instructions used to solve a problem or perform a task. 

  • Then connect this to writing, explaining that constructing a sentence follows an algorithmic process (e.g., “First choose a noun, then add a verb, and finally include an adjective or conjunction”). 

  • Write a simple algorithm on the board, such as: “1. Select a noun. 2. Select a verb. 3. Add an adjective.”

• Group Activity: 

  • Divide students into groups and give each group a set of sentence parts (e.g., nouns, verbs, adjectives) and algorithm cards that guide them through constructing a sentence. 

  • For example, one card may say "Pick a noun" and another may say "Choose a verb." 

  • The students follow the cards step by step to create grammatically correct sentences.

• Decomposing Sentences:

  •  After constructing sentences using the cards, students will write their final sentence on chart paper. 

  • They will break down each sentence, identifying its components (e.g., subject, verb, object) and explain why they chose each part. 

  • Discuss how this mirrors the process of creating an algorithm in computing.

• Testing and Refining the Algorithm: 

  • Students will test their sentence-building "algorithm" by swapping out different nouns, verbs, and adjectives to see if the algorithm still works. 

  • They’ll refine the steps of their algorithm to ensure proper grammar.

• Presentation and Discussion: 

  • Each group presents their final sentences, explaining the algorithm they used and how they adjusted it to create correct sentences. 

  • Lead a class discussion on how algorithms help us organize our thinking, both in writing and in coding.

Equity and Access: 

Provide visual aids with pictures for each part of speech to support students who may need additional help. Offer peer support to ensure all students can follow the algorithm process.

Real-World Application: 

Discuss how algorithms are used in everyday tasks, such as following a recipe or building a Lego model, just like following a step-by-step process to write a sentence or a paragraph.

CS Practice(s):

• Developing and Using Abstractions: Students break down complex sentences into simpler parts (nouns, verbs, adjectives) to identify patterns in sentence construction.

• Recognizing and Defining Computational Problems: Students recognize how creating a sentence is similar to writing an algorithm and learn how to refine their "sentence-building program.”

Standard(s):

• CA ELA Standards: L.1.1, L.1.2

• CA CS K-2.AP.10

Objective: 

Students will create interactive digital scenes in Scratch Jr. or another coding platform that demonstrate how sentences are built step by step. By developing a sequence of actions (algorithms) for their digital characters to follow, students will practice writing grammatically correct sentences while learning about loops and sequences in coding.

Materials Needed:

• Tablets or computers with Scratch Jr. installed

• Pre-made Scratch Jr. character templates for building sentences

Steps:

• Introduction: 

  • Introduce the concept of sentence-building as an algorithm, emphasizing that both sentences and computer programs follow step-by-step instructions. 

  • Show how Scratch Jr. can be used to "animate" the process of building a sentence by creating a sequence of commands that represent nouns, verbs, and adjectives in action.

• Group Activity: 

  • Students will work in pairs to create short animated stories in Scratch Jr. that represent simple sentences (e.g., “The dog runs” or “The cat jumps high”). 

  • Each action (running, jumping) corresponds to a verb, and they can use Scratch Jr.'s coding blocks to create these actions for their digital characters.

• Creating and Coding:

  • Students will sequence coding blocks to represent different parts of speech.

  •  For example, they might start with a character (noun), add a movement (verb), and then modify the action with an additional block to simulate an adjective (e.g., the character moves faster or higher). 

  • This visual representation helps them understand how words work together in sentences.

• Testing and Refining the Program: 

  • Once the animations are complete, students will test their code to ensure that their characters follow the intended sequence of actions (noun, verb, adjective). 

  • If the animation doesn’t reflect the sentence properly, they will debug their program, adjusting the coding blocks as needed.

• Presentation and Discussion: 

  • Pairs will present their animated sentences to the class, explaining the sequence of coding blocks they used and how it mirrors the sequence of words in a sentence. 

  • The class can discuss the similarities between building a program and building a sentence.

Equity and Access: 

Offer pre-made character templates and coding sequences for students who need extra support. Pair students with varying levels of coding experience to foster collaboration and peer learning.

Real-World Application: 

Connect the activity to how programmers write instructions for computers (coding), just as authors write instructions for stories. Discuss how both programmers and writers need to think in sequences and test their work to make sure it flows properly.

CS Practice(s):

• Creating Computational Artifacts: Students use Scratch Jr. to create a digital animation that represents sentence construction.

• Testing and Refining Computational Artifacts: Students test their animated sequences, refining the coding blocks to ensure they correctly represent the parts of a sentence.

• Developing and Using Abstractions: Students simplify the process of sentence creation into a visual, step-by-step sequence using coding.

Standard(s):

• CA ELA Standards: L.1.1, L.1.2

• CA CS K-2.AP.10