Pre-lesson preparation

Have a storybook of The Three Little Pigs ready to read to the class. Alternatively, the story is available in the PowerPoint presentation.

Warm-up

Share with learners the learning objectives and success criteria for the lesson (slide two from the presentation). Tell the well-known children’s story The Three Little Pigs. After telling, ask learners if they knew what was going to happen. Learners may say they did because they had already been told the story, but they also may not have heard it. The story is located on slides 3 to 6 in the presentation.

Ask learners about the characters and the events of the story. Did the characters act like you expected and did the story end as you thought it would? Have learners record some thoughts in their workbooks that describes how a story is supposed to go.

Tell learners that we are going to hear the story again but this time it will have a twist.

Get learning

From slide seven, the story takes on an interactive element. Read the text together, or have a volunteer read a slide or paragraph each; at the end of each slide is a choice of directions, the text is clickable and will take you to the next part of the story. Each choice will introduce a change to the original story. It may be an idea to run the story more than once to see the different outcomes.

Take time to discuss the impact of the changes to the story: did the sequence of events still make sense? Did the characters actions make sense as the story progressed? Did all events conclude to a satisfactory degree? The ending clearly is not the same, but did it fit for the events that were chosen?

Learners will need to select a known story with a partner or small group, that they will change to be more interactive. They will need to plan the story in stages, highlighting areas where choices can occur and give a listener an opportunity to alter the events. Ultimately, the original story should still be an option to consider for an outcome, but it should be one of a few. The planning pages in the workbook should serve as a guide for organising the text learners write. The format for the workbook is a space for the text and then two spaces below each story part for the choice. Below that is a space for further story text, we marked it as part 2a and 2b because of the two choices that readers, or listeners, will have.

Give learners plenty of time to write rough notes for plot elements and choices that will change the core story.

Time for Practice

Showcase adding text-to-speech capability that Marty has, as shown in the video on slide eighteen. Then, slide nineteen showcases Marty telling the story as typed. Finally, slides 20 - 24 remind learners of the functionality of the broadcast block to create different story flows.

Learners will need time to type their story ideas into MartyBlocks. It is strongly recommended that they regularly test their if-then-else statements to ensure their stories work.

Cooldown

Bring learners back together to discuss the learning. Ask them if changing a story was more or less difficult that writing a story from the start

Suggested questions you might ask:

• How did you keep track of the different events to make sure that everything still made sense?
• Did you enjoy changing a story you already knew? Why or why not?
• Was there anything interesting that came up when you were working with text to speech?

Carry out any end of lesson routines.