Author:
Carrie Robledo, APRIL SUMMEY
Subject:
English Language Arts
Material Type:
Activity/Lab
Level:
Upper Primary
Tags:
  • 35-ap-03
  • 35-ic-02
  • 35.AP.03
  • 35.IC.02
  • K2.AP.05
  • K2.IC.01
  • K2.IC.02
  • NCEngineers
  • k2-ap-05
  • k2-ic-01
  • k2-ic-02
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Coding Through a Story

    Coding Through a Story

    Overview

    During this PBL, students will read a text and make it come alive by creating a 3D story map that shows the major events of the plot and the obstacles that the main character faced throughout the story. Students will then code an Ozobot to maneuver through the story and the obstacles while explaining them to an audience or their peers.

    Instructor Directions

     

     

    Coding Through a Story

    Submitted by April Summey

    Henderson County Public Schools

     

    Driving Question / ScenarioOh no, the main character from your novel has been magically transformed into an Ozobot!  Your mission is to help the Ozobot maneuver through the major events and obstacles in the story. As the Ozobot, who is disguised as the main character, goes through the story, you will narrate what is happening.  How will you complete this task?
    Project SummaryDuring this PBL, students will read a text and make it come alive by creating a 3D story map that shows the major events of the plot and the obstacles that the main character faced throughout the story. Students will then code an Ozobot to maneuver through the story and the obstacles while explaining them to an audience or their peers.
    Estimated Time2-3 weeks
    Materials / Resources-Any grade level appropriate fiction novel-Ozobots - Evo or Bit -Code Through a Story Rubric Template -Coding Through a Story Planning Document-Ozobot Color Codes -Ozobot Tips for Color Coding
    GradeGrades 2-12
    Subject(s)ELA
    Educational StandardsCCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
    Classifying Objective
    1. Student will be able to summarize a story including major events as well as the problem and solution.
    2. Student will be able to explain the obstacles that the main character faced in the story.
    3. Students will design 3D obstacles for the Ozobot to move through that symbolize obstacles from the text they read.
    4. Student will understand how to use line coding with an Ozobot.  
    Project Outline
    AskOh no, the main character from your novel has been magically transformed into an Ozobot!  Your mission is to help the Ozobot maneuver through the major events and obstacles in the story. As the Ozobot, who is disguised as the main character, goes through the story, you will narrate what is happening.  How will you complete this task?  What materials will you need? At this point, show the class what an Ozobot is.
    ImagineStudents will brainstorm in groups possible materials that they will need to create their 3D story maps. During this stage, share the Code Through a Story Rubric Template with students and have them brainstorm the missing information in the rubric. This helps the students buy into the process and helps them clearly know the expectations. You can also create fun headings at the top with student input. For example, what would a master story map creator be called?
    PlanShare the Coding Through a Story Planning Document. Students will work in groups to complete the document about the novel. This should take a few class sessions. Students will need to be able to describe the problem from the story, main events, solution, and the lesson/theme. Students will work through the left column first, which has story events. Next, students will work through the right column, which is "Color Codes and 3D model ideas from the Story Map".  This document can easily be modified for various grade levels to decrease or increase rigor. For example, next to the setting, students might write: Add some 3D trees because the setting is in a forest. For the problem, they could put: Make a tunnel for the Ozobot to go through if the character went through a dark time. They could also make the Ozobot go really fast if the main character is running. Share with students how to create a timeline so they can track their progress.  How many days will it take them to complete the project?  When is it due and how will they pace themselves.
    CreateDuring this step, give students a large piece of paper and let them start creating a course for the Ozobot to go through. They should use the events from the Coding Through a Story sheet to guide them. I encourage students to begin drawing their lines with a pencil first. They may also start adding 3D obstacles. During this time, you will also want to do a mini lesson on Ozobot color codes. Give each student a Ozobot Color Codes sheet, so they can add color codes along the way. The Ozobot Tips for Color Coding is a great tool to help with this. They need to wait to add the color codes after all of the obstacles are complete. Remind them to monitor their progress using the timeline and do daily check ins with groups.  Groups should also be looking at the rubric to see how they are progressing in each of the categories.
    ImproveDuring this time, have mini conferences with groups and discuss with them how they could improve their 3D story maps. Are they clearly showing the obstacles that the character faced?  Are they using their planning document?  If students make mistakes on the color codes, which they will, they can glue white paper over mistakes and try again. Remind students that they need to practice what they will say as the Ozobot goes through the course and get ready to present. How will they divide up the speaking?  
    Closure / Student ReflectionsStudents will share their story maps with peers and explain why they included the obstacles and codes that they did. They will also rate themselves using the rubric at the end of the project.
    Possible Modifications / ExtensionsIf teachers are comfortable, they could also allow students to brainstorm other ways to make the story come alive.  For example, other options could include a play or creation of a comic strip. Another extension would be to have students write their own original stories and do maps for those. Here are some pictures of student products from 2nd grade.