Objective: 

Students will practice sequencing events to form a coherent story, focusing on the narrative structure of beginning, middle, and end. By sequencing story events, students will develop computational thinking skills such as recognizing patterns and the importance of step-by-step instructions in problem-solving.

Materials Needed: 

• Picture cards (showing different scenes or actions), a story map template (with sections labeled "Beginning," "Middle," and "End").

Introduction:

• Start by discussing the key parts of a story: the beginning, middle, and end. 

• Explain how stories, just like computer programs, must follow a specific sequence to make sense. 

• Read a simple story and ask students to identify the beginning, middle, and end. 

• Emphasize that, just like in coding, the order of steps or events is critical for the desired outcome.

Story Sequencing:

• Divide students into small groups and provide each group with a set of picture cards. 

• Explain that they will play a "Story Sequence Game," where they must arrange the cards to form a logical story with a clear beginning, middle, and end. 

• This activity is similar to how computers follow instructions in a specific order to solve problems.

Game Instructions:

• Each group works together to arrange the picture cards on a story map template labeled "Beginning," "Middle," and "End." 

• Encourage students to discuss the sequence of events and explain why one action follows another, mirroring the logical flow required in computational thinking.

Testing and Debugging:

• After arranging the cards, have students check if their story makes sense. Encourage them to "debug" their story by asking, "Does this sequence of events work? What happens if we change the order?" 

• Provide time for students to adjust their sequence as needed, reinforcing the importance of testing and refining their process, just like when debugging a computer program.

Story Sharing:

• Each group presents their story to the class, explaining the sequence of events and how they determined what happened first, next, and last. 

• Lead a discussion on how rearranging the sequence of events would change the outcome of the story, connecting this to how computers must follow specific sequences to achieve desired results.

Reflection and Discussion:

• Discuss how stories and daily routines require a logical order, just like coding. 

• Ask students to reflect on how changing the sequence of their actions in real-life tasks, like brushing their teeth or getting dressed, would affect the outcome. 

• Relate this to coding, where steps must follow in a specific sequence to make a program work.

Equity and Access: 

Ensure that all students have an active role in the group by providing visual and verbal supports, assigning specific roles (e.g., "Card Organizer" or "Story Checker"), and offering extra guidance to students who need additional help understanding the task or participating in discussions.

Real-World Application: 

Connect the concept of sequencing to everyday activities such as following a recipe or getting ready in the morning. Help students see that proper sequencing is essential for tasks in both storytelling and real-life routines, just like it is for creating a computer program.

Computer Science Practice(s):

• Recognizing and Defining Computational Problems: Students recognize the need for proper sequencing to solve the problem of creating a coherent story.

• Testing and Refining Computational Artifacts: Students review and adjust the sequence of their stories, reflecting the process of debugging in programming.

Standard(s):

• CCSS for ELA-Literacy RL.K.2, CA CS K-2.AP.13

Objective: 

Students will create a simple digital story using ScratchJr or another coding platform, focusing on developing a beginning, middle, and end.

Materials Needed: 

Tablets or computers

Instructions:

• Introduction: Start by discussing the basic structure of a narrative (beginning, middle, end). Read a story aloud and support students in identifying the beginning, middle, and end.

• Story Planning: Have students retell the story in three parts (beginning, middle, end) by sketching images on a piece of paper folded into three sections.

• Building the Story in ScratchJr: Students will choose characters (sprites) and backgrounds for their story. They can use coding blocks to animate the characters, moving them through the different parts of the story. Encourage them to record their voice narrating the story as the characters move through the scenes.

• Presentation: Once their stories are complete, students can present their digital stories to the class, focusing on the sequence of events they coded.

Equity and Access: 

Ensure all students have access to devices and provide differentiated instruction, offering additional support for students with limited coding experience or language needs by pairing them with peers or providing step-by-step guidance.

Real-World Application: 

Connect coding and storytelling to real-life problem-solving, such as how following directions in the right sequence is important for everyday tasks like building with blocks or organizing steps to complete a project.

Computer Science Practice(s):

• Creating Computational Artifacts: Students create a digital story using coding.

• Communicating About Computing: Students narrate and explain their digital story, demonstrating their understanding of narrative structure and coding.

Standard(s): 

• CCSS for ELA-Literacy RL.K.2, CA CS K-2.AP.12