First Level

Story Order

Experience & OutcomeI can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way TCH 1-13a
Learning OutcomeI understand how books follow a sequence (beginning, middle and end) in order for stories to make sense. 
Computer Science ConceptsSequence, commands 
Computational Thinking Concepts & ApproachesDebugging and Algorithms  
Lesson OverviewAfter creating pictures of various plot points from a story, learners will be able to put the pictures in order to accurately re-create the story. 
Lesson planAsk learners if books follow a sequence. 
What would happen if the beginning, middle and end of a book were in the wrong order? Explore several examples. 
Key point: Make the connection to code, emphasising how important it is to give coding commands in the correct order – just like the plot points of a story. 
Directions: 
1. Read a story that learners know well. As a class, determine the primary plot points of the story. Ideally, come up with four to six plot points. 
2. Create small groups that have the same number of learners as plot points you’ve determined – for example, if you’ve come up with four plot points, there should be four learners in each group. 
3. Ask each learner in the group to draw one of the plot points. 
4. Groups will take it in turns to stand at the front of the room and hold their plot pictures out of order. 
5. The audience will re-order the pictures by moving one at a time. 
6. Take a photo of each group when learners are in the correct order. 
Extension or Alternative: Get each group of learners to work on a different story, determining the plot points as a group before drawing the pictures. 
Lesson taken from Everyone Can Code Early Learners (pg. 11) 
Cross Curricular LinksLiteracy, PSHE