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Course: Storytelling with Pepper
6 - Plot Structure

  • 6-10 grade
  • Intermediate

Lesson Description:

Students will learn about plot structure (setting, conflict, resolution).Students will revise their stories to have a beginning which introduces the characters and setting, a middle with a conflict, and an end with a resolution to the conflict. Students will incorporate tactile  functions and renaming functions on Choregraphe.


 

Standards Covered

§110.14(18)(A)

write imaginative stories that build the plot to a climax and contain details about the characters and setting;

§110.16(15)(A)

plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

§110.16(15)(B)

develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

§110.16(15)(C)

revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

§110.16(16)(A)

write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story;

CCSS.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.RL.2.3

Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.5.5

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-LITERACY.W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

CCSS.ELA-LITERACY.W.3.3.A

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.3.3.C

Use temporal words and phrases to signal event order.

CCSS.ELA-LITERACY.W.3.3.D

Provide a sense of closure.

CCSS.ELA-LITERACY.W.3.4

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

CCSS.ELA-LITERACY.W.4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.W.4.3.A

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.4.3.B

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

CCSS.ELA-LITERACY.W.4.3.C

Use a variety of transitional words and phrases to manage the sequence of events.

CCSS.ELA-LITERACY.W.4.3.E

Provide a conclusion that follows from the narrated experiences or events.

CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.5.3.A

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.5.3.C

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

CCSS.ELA-LITERACY.W.5.3.E

Provide a conclusion that follows from the narrated experiences or events.

CCSS.ELA-LITERACY.W.5.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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Lesson Modules


Teaching Tips:

As a teacher, you know your students. So, use these lessons as a guide and feel free to make adjustments that will facilitate your students learning.

Materials to run 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 Teacher Tips for details.


Teaching Tips:

  1. 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 these questions. So as you listen to the story, think about your answers to the questions”.
  2. Have students make a circle around the robot to listen to the story.
  3. Run this Choregraphe file on your robot.
  4. 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).
  5. Play the “Three Little Chickens” story using the robot.
  6. Show the Class View directions on accessing the observation questions.
  7. Direct the students to answer the observation questions on their computers.
  8. Once students are finished, show their responses on the Class View to facilitate a conversation.

What happened at the beginning of the story?

What happened in the middle of the story?

What happened at the end of the story?


Teaching Tips:

After you show the students their goal for the day, have them complete their planning question in the student view.

Where does your story take place?

When does your story take place?

What conflict/problem will take place in the middle of the story?

How will the story end?


Teaching Tips:

Teach your students how to use the tactile sensors. There are screenshots on the class view. You could also demonstrate by projecting Choregraphe and going through the actions in real time. Ask your students when the tactile sensors are used in the “Three Little Chickens” story (Answer: When the robot says: Touch my head if you want me to tell you a story.) Then show the workspace sequence from the “Three Little Chickens” story on the class view. Discuss how the sequence works. Have students answer their planning questions on the student view.

You could also demonstrate by projecting Choregraphe (use this Choregraphe file for this lesson) and going through the actions in real time.

Ask your students when the tactile sensors are used in the “Three Little Chickens” story (Answer: When the robot says: Touch my head if you want me to tell you a story.) Then show the workspace sequence from the “Three Little Chickens” story on the class view. Discuss how the sequence works. Have students answer their planning questions on the student view.

(Answer: When the robot says: Touch my head if you want me to tell you a story.) Then show the workspace sequence from the “Three Little Chickens” story on the class view. Discuss how the sequence works. Have students answer their planning questions on the student view.

Then show the workspace sequence from the “Three Little Chickens” story on the class view. Discuss how the sequence works. Have students answer their planning questions on the student view.

Discuss how the sequence works. Have students answer their planning questions on the student view.

Have students answer their planning questions on the student view.

Which tactile function do you want to use?
  • Tactile head
  • Tactile L. Hand
  • Tactile R. Hand

Will you have 3 different options or 1 option?
  • 1 option
  • 3 options

What will happen after the robot’s sensor is touched?


Teaching Tips:

If the students are struggling to get the robot to do what they want it to do - do not correct them.Instead, ask them 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 look at my code with me?
  • Where do I think the problem might be?
  • What resources could I use to find the solution to the problem?

Teaching Tips:

Reflection

Give students a quiet time to answer the reflection questions on the student view. If time is allowed, discuss with the class what went well and what could have gone differently. 

 

Closing

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.


What did you learn about plot structure today?

What did you learn about using Choregraphe today?

What will happen next in your story?