Lesson Modules
Teaching Tips:
As a teacher, you know your students. Therefore use these lessons as a guide and feel free to make adjustments to facilitate your students learning.
Today the students will add sound effects to their story to create tone. Below you will find a link to download sounds.
You have 2 options
- Option 1: Download this onto a shared folder so all of the students can access it
- Option 2: Download the file onto each student’s computer so that students can access it.
Materials to run the lesson:
- Pepper robot
- Student computers (either individual or 1 per small group)
- Teacher computer
- Choregraphe program on Teacher/Student computers
- Choregraphe file for this lesson
- Projector
- A place for projection (projector screen/large blank wall space)
This module is for instructors only. See the Teaching Tips for details.
Teaching Tips:
- Project the observation questions on the Class View. Tell your students that “We are going to listen to the Three Little Chickens story again and then answer the questions. So as you listen to the story, start thinking about your answers to the questions”.
- Have students make a circle around the robot in order to hear the story.
- Run this Choregraphe file for this lesson.
- Pick 1 student to respond to the robot when the robot asks “Should the chickens trust the wolf and let him in?”. Make sure the student is facing the robot when they respond (yes/no).
- Play the “Three Little Chickens” story using the robot.
- Show the Class View directions on accessing the observation questions.
- Direct students to answer the observation questions on their computers.
- Once students are finished, show their responses on the Class View and facilitate to facilitate a conversation.
As you watch, think about your answers to the question.
Teaching Tips:
Review and discuss figurative language, similes, and metaphors.
Have the students collaborate to figure out what idea the author is trying to communicate through the following similes and metaphors. Then start a class discussion. Suggestion: Ask the students which ones they struggled with and discuss them as a class.
For older/more advanced students ask:
Why would an author use figurative language instead of literal language?
(Possible answers: can communicate a lot in a few words, makes the writing more interesting)
Use this additional material as needed.
Show the goal on the Class View. (For older/more advanced students you can have them include more than 2 or be more specific like having 1 simile and 1 metaphor).
Next, have students plan out the figurative language they could include in their own stories on their computers.
Show the results from their submitted plans. Discuss what you see (exemplars, and ones that need revision).
Collaborate with your group to figure out what idea the author is trying to communicate through the following similes and metaphors.
The classroom was a zoo.
My backpack was as big as an elephant.
Her lovely voice was music to his ears.
The computers at school are dinosaurs.
The math test was as easy as ABC.
My doctor was as gentle as a lamb when I went in for my broken arm.
Your brain is a computer.
The bridge model I built for science class was as steady as a rock.
I am so excited. My pulse is a race car.
Teaching Tips:
Have students look over the Choregraphe skills they have learned so far on the Class View. You can either choose based on your observations, or have the students tell you which skill(s) they would like to review (survey on student view).
Encourage them to add more functions to their story.
You have identified the meaning behind the text that uses figurative language. You will now revise your stories to include figurative language.
- Animated Say
- Deleting connecting lines
- Speed of voice
- Tone of voice
- LEDs
- Tactile sensors
- Renaming functions
- Random
- If
- Switch case
Teaching Tips:
If the students are struggling to get the robot to do what they want it to do - do not correct them. Instead, provide them with guide questions to assist in their development of independent problem solving skills. This takes time to build so be patient with your students.
Some examples of guide questions:
- What is not working the way you want it to?
- Let’s look at your code together. Can you show me where you think the problem might be?
- What resources could you use to find the solution to your problem?
Additional Activities:
- Have students show each other their stories.
- Students can provide feedback on the story.
If you are struggling to get the robot to do what you want it to do - do not feel bad about the error you made. Developing independent problem-solving skills takes time to build so be patient with yourself.
Ask yourself these guide questions:
- What is not working the way I want it to? Can I ask someone to help to look at my code together?
- Where do I think the problem might be?
- What resources could I use to find the solution to the problem?
Teaching Tips:
Store student files: Put the student files on a thumb drive or store them in some way so that the students can continue working on their project in the next lesson.
Computers/Tablets: Make sure all student computers/tablets are plugged in.
