Use Marty as a report stimulus so that learners can begin to properly sequence witnessed events.
Have learners create a multi-media text: written, drawings and spoken. Then, they could share this with visitors to the classroom or to their peers.
There is a document with a word bank in the resources section to support learners with their writing. The alternative is to have learners record an audio text or have an adult scribe to support their text creation.
18 of 18 linked standards shown.
| Curriculum area | Linked standards |
|---|---|
| English Language Arts: Language | |
| English Language Arts: Speaking & Listening | |
| English Language Arts: Writing |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing | |
| Literacy & English: Listening and Talking | |
| Literacy & English: Writing |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Computer Science: | |
| English Language Arts: Speaking and Listening | |
| English Language Arts: Writing |
Select a code to read the full standard.
Watch as Marty carries out a sequence and help learners to retell the event with simple sentences and the opportunity to support with illustrations.
English Language Arts - recounting an event
There are several mini-programs in the teacher guide, which are quick to build. The best idea would be to build them all and save each with a memorable name, like, 'Tell me what happened (number)' where number is the program number in the resources.
Have one of more ready for learners to watch and later recount orally, pictorially, in written form or a combination of these. These programs will be used in the get learning and time for practice sections.
Share with learners the objectives and success criteria for the day's lesson, from slide 2 of the presentation in the resource section; perhaps display this before the lesson starts and keep it displayed until another slide is needed.
Tell learners that they are going to play a game where they will need to pay careful attention to what they see so they can tell others about it.
Below are the procedure for the game. There is a list of possible charade-type actions in the resources section for you to use if you need some ideas.
1. Give mime-actions to each learner to perform, either whisper to each learner or share a small note for them to read.
2. Learners will take the information you share with them and act out the action.
3. One learner in the class will watch what they have done and will need to describe the sequence of movements that the actor performed.
4. The other learners will either look away or close their eyes.
5. The learner that was watching needs to describe the movement to the others and the listeners need to think about what the action could be.
6. You could choose to either have listeners guess the action or try to reproduce it based on the description.
7. Have the actor repeat the movement or say what it was they were miming.
8. Pick a new learner until everyone who is able has had a turn to be an actor and everyone that can has had a chance to describe the sequence of actions.
The goal is to have learners get used to saying what they saw in a ordered sequence.
Present Marty to the class and have the first program ready for them to perform. Tell learners they need to watch carefully to see what movements Marty performs. Tell them that they will need to say what they saw after Marty stops.
Slide 3 shows the video for the first program if you are not able to prepare the program in MartyBlocks; delete this slide if you have prepared the program. Slide 4 shows three actions from the first program. Follow the notes on the slide for this part of the lesson.
Slide 5 shows the video for the second program if you are not able to prepare the program in MartyBlocks; delete this slide if you have prepared the program. Slide 6 shows three actions from the second program. Follow the notes on the slide for this part of the lesson.
Take time to talk through the actions. Model ordering the words to properly describe the program. The other programs will be explored with small groups or as a whole class but will not have the support of the presentation.
For this part of the lesson, you could either have learners in groups, each with a device to work on for their Marty and a text to write, or you could have one Marty for the whole class with learners writing in their groups to share what they see Marty do. Consult the resources section for the programs.
Click here to see all the program in a YouTube playlist.
Bring learners back together to discuss how feel they feel they did with the descriptions.
Suggested questions you might ask:
If you use a formative assessment strategy, like thumbs up or thumbs down, use that here to get a feel for learner confidence with the topic.
Carry out any end of lesson routines.
