Day 1
01 Intro 02 CSD Overview 03 Break 04 ML 1: U1L3 05 Tools and Strategies 06 Lunch 07 ML 2: U1L7 08 Tools and Strategies 09 Lesson Assignments 10 Break 11 Lesson Planning 12 Wrap Up 13 Fac. Debrief
Day 2
14 Intro 15 ML 3: U2L2 16 Tools and Strategies 17 Break 18 Lesson Planning 19 Lunch 20 ML 4: U2L3 21 Break 22 Tools and Strategies 23 TLO 1: U2L5 24 Wrap Up 25 Fac. Debrief
Day 3
26 Intro 27 Understanding Context 28 TLO 2: U2L6 29 Break 30 TLO 3: U2L9 31 Lunch 32 TLO 4: U2L11 33 Classroom Culture 34 Break 35 TLO 5: U2L16 36 Wrap Up 37 Fac. Debrief
Day 4
38 Intro 39 Bias and Responsibility 40 Unit 3 Intro 41 Break 42 TLO 6: U3L2 43 TLO 7: U3L3 44 Lunch 45 Differentiation 46 TLO 8: U3L4 47 Break 48 Content Wrap Up 49 Barriers, Opportunities, and Commitments 50 Wrap Up 51 Fac. Debrief
Day 5
52 Intro 53 Prep for the Year 54 Assessment 55 Break 56 Revisit Topics 57 Community 58 Lunch 59 Planning 60 Closing Ceremonies 61 End Early & Friday Facilitator Debrief

Session 42: TLO 6: U3L2 Plotting Shapes

65 minutes

lesson exploration

Purpose

Essential Practice: Discussion is an opportunity to hear multiple voices and bring different perspectives and experiences into the conversation

Potential Teaching Group Decisions:

  • Make an effort to bring multiple voices into class discussions
  • Use the Think-Pair-Share strategy to facilitate discussion

Debrief Topic: Discussion

Objectives

  • Participants brainstorm ways to lead an inclusive class discussion
  • Participants understand how to use the grid in Game Lab

Supplies & Prep

Room Setup:

  • Participants are seated in pods

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Kick Off (5 minutes)

Lesson (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Kick Off (5 minutes)

(3 minutes) Teaching Group Set Up

Teaching group sets up whatever they need for the lesson.

(2 minutes) Previously On

  • Show the unit calendar to highlight where we are in the unit.
  • Go over the lessons that were skipped
    • U3L1: Programming for Entertainment
      • Students explore how Computer Science in general, and programming specifically, plays a role in either a specific form of entertainment or as a vehicle for self expression.

(1 minute) Role Reminders

Facilitators reminds everyone of their roles during the model lesson

Remarks

Put your hats on and let's get ready to go!

Lesson (40 minutes)

Facilitator Instructions

Be attentive to what is happening during the lesson as you select your debrief goals, reflection prompts, and discussion prompts. During the lesson, it is recommended that you communicate with your co-facilitator to share what you are seeing in the lesson and develop a shared understanding of the goal of the debrief for the lesson. You can communicate through Slack or through passing notes to one another. You are looking for the teaching group to demonstrate the “Essential practice” and “Teaching group decisions” identified in the debrief below.

Lesson Plan Link

Lesson Slides Link

Lesson Objectives

Students will be able to:

  • Reason about locations on the Game Lab coordinate grid
  • Communicate how to draw an image in Game Lab, accounting for shape position, color, and order

Lesson Overview Students explore the challenges of communicating how to draw with shapes and use a tool that introduces how this problem is approached in Game Lab. The warm up activity quickly demonstrates the challenges of communicating position without some shared reference point. In the main activity students explore a Game Lab tool that allows students to interactively place shapes on Game Lab's 400 by 400 grid. They then take turns instructing a partner how to draw a hidden image using this tool, accounting for many challenges students will encounter when programming in Game Lab. Students optionally create their own image to communicate before a debrief discussion.

Question of the Day: How can we clearly communicate how to draw something on a screen?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Discussion is an opportunity to hear multiple voices and bring different perspectives and experiences into the conversation
Potential Teaching Group Decisions
  • Make an effort to bring multiple voices into class discussions
  • Use the Think-Pair-Share strategy to facilitate discussion
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Discussion
Goal Brainstorm ways to lead and equitable class discussion
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As a learner, when do you feel comfortable sharing your ideas and perspectives with the group?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • What strategies have either experienced or used to bring multiple voices, perspectives, and experiences into class discussions?
  • How might a student’s identity markers impact their willingness to participate in class discussions?
  • What is your role as the teacher in engaging all students in group discussion and sense making?

Discussion Goal: This is intended to be an opportunity for group sharing. There is no right or wrong answer here. When possible, attempt to connect this conversation to the conversation about identity and unconscious bias form the previous session. Making choices that support inclusion while leading a class discussion is a concrete example of a way a teacher might take responsibility for supporting inclusion in their classroom.

Facilitator Note: As you discuss this prompt, look for places to draw out the decisions for this lesson, listed above.