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Rhyme Time

By Jen Perry 60 minutes
Level
Grades 1-3
Subjects
English Language Arts,
Science and Technology
components
  • Programming
  • Data
Tools & Languages
Block-based,
Scratch Jr.

Key Coding Concepts

  • Algorithms
  • Events
  • Sequences

Terminology

Algorithm

A step-by-step set of operations to be performed to help solve a problem

 

Events

When one thing causes another thing to happen

 

Sequence

Identifying a series of steps necessary to complete a task

Learners will use their knowledge of rhyme and ScratchJr coding to create their own coding program.

  • Review rhymes
  • Create a list of rhymes (anchor chart)
  • Learners can create their own rhyming dictionaries

  1. Give learners 10 minutes to freely explore ScratchJr.
  2. Review blocks (see reference guide or learning tips). Blocks can also be printed and displayed.
  3. Have learners create a new project.
  4. Learners will create another sprite (character) to go along with Cat.
  5. Have learners rename this character Mat.
  6. Tell learners that together Cat and Mat are going to practice their rhymes. Every word Cat says, Mat has to say the rhyme.
  7. Have learners add a background.
  8. Add a green flag (event block).
  9. Make the characters talk (or see video explantation)
  10. Have Cat say a word and then Mat respond with the rhyming word.
  11. Use motion blocks to have Cat and Mat move to another background.
  12. Learners will continue having Cat and Mat say rhyming words (each set of rhyming words can be on a new page)

Checklist

Learner is able to identify the word that rhymes with the original word until they are given the answer.

____(Y) ____ (N) ____ (with support)

Learner is able to work with partner to create ScratchJr Game.

____(Y) ____ (N) ____ (with support)

Learner is able to use coding elements to create an engaging ScratchJr Game.

____(Y) ____ (N) ____ (with support)

Coding and English

  1. Older learners can have their characters use rhyming sentences.
  2. Learners can use the sound blocks to record their own rap. They can add motion blocks to make their character (sprite) dance to their rap.
  3. Have learners work in pairs. Each learner will be a character and take turns coming up with rhyming sentences to tell a story.
  4. Examine RhymeZone rhyming dictionary and thesaurus. Does this website use coding? How do you know?

Math and Data

Enter data into a database or spreadsheet:

  • As a whole-class activity, create a Google Sheet/Excel Doc and a graph representing the total number of coding blocks. Have a class discussion about which blocks were the most used and which were the least used?
  • Here is a Google Sheet Template that can be used. Make a copy and add the number of blocks used. Then, insert a bar graph.

Data (AI & Machine Learning)

    List ways in which artificial intelligence and machine learning are being used in digital tools.

  • This is an interesting article. Although it may be too advanced for this lesson, it is worth exploring: ‘Rhymes from a high-schooler's machine learning system trained on Kanye lyrics’. Learners can explore how computers can rhyme. For example, they can ask the iphone Siri, “What rhymes with cat?”. How did Siri learn to rhyme?

ScratchJr Learning Blocks Reference Guide
https://www.scratchjr.org/learn/blocks

Blocks to be printed/displayed
https://www.scratchjr.org/pdfs/blocks.pdf

Learning Tip
https://www.scratchjr.org/learn/tips

Making Scratch characters talk: Scratch Activity Card
https://www.scratchjr.org/activities/card09-talk.pdf

Coding: Creating a conversation (Scratch Jr) (Systemed1, 2015)
https://www.youtube.com/watch?v=2HYLZ5-Zb5g

RhymeZone Rhyming Dictionary
https://www.rhymezone.com/

Rhymes from a high-schooler's machine learning system trained on Kanye lyrics (boingboing.net, 2017)
https://boingboing.net/2017/02/14/rhymes-from-a-machine-learning.html

Teach lessons that are tied to your existing curriculum! https://bit.ly/CLClessons

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