I have mentioned Scratch before. It is a programming platform used to create screen savers, animations, video games etc.
Today I had an “AH HA” moment when modeling procedural writing. We were looking at exemplars from the OWA book.
The level 2 exemplar discussed Dodgeball. More specifically how to be out or get someone out. One of the steps said to throw the ball at an opponent. Following this step was a mention that if the catcher catches the ball the thrower is out. If it is fumbled, the catcher is out.
Many hands went up in my classroom. Many connections were made to Scratch and computer programming. On a teachable moment whim I asked for an oral algorithm for this step. This was one student’s response.
If (catcher catches) thrower is out;
Else (catcher fumbles) catcher is out;
Talk about worldly connections with procedural writing. I then prompted for other worldly examples.
Monopoly:
If (rolls doubles) Go Again;
Else next players turn;
Wow, I am impressed.
We went one step further and looked at a piece of writing about playing Hide and Seek. Step 5 from this example says the first person tagged is “it” and the game starts over. Again, many raised hands - “THATS A LOOP!”
Wow, I am impressed.
So now I see a clearer link between procedural writing and computer programming, specifically Scratch for this age group (grades 7 and 8). Cut and dry procedures are easy to write. Make a sandwich. Ask for money, etc. Procedures with conditions are more difficult.
The next time you ask your students to write a procedure to make a sandwich, have them pause and consider the case of frozen bread.
On a side note, Scratch allowed for a mini lesson in boolean logic today. I now have a student in grade 7 using OR and AND operators and understanding the differences between them.
Thanks again, MIT!
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