Sentences, Coding Grammar

English

Duration time:

60 min.

Robots:

x3+

Programming interface:

Photon DrawPhoton JoystickScratch 3.0

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Common Core English Standards: 
- CCSS.ELA-LITERACY.CCRA.L.6-8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Class goal:

Objectives:

To identify selected parts of speech or structures in sentences.
To explain the function of selected parts of speech or structures in sentences.

Type of exercise:

Group work.

Required items:

One Photon Robot and devices for programming per every two to three students.
Sentences for practice written on chart paper or put each word of the sentence on an index card (each group will need a set).

Lesson scenario:

Programming Interface: Joystick, Photon Draw, or Scratch via the Photon EDU App or the Magicbridge Software.

Preparation:

The teacher will select whether to focus on phrases and clauses or verbals.
The teacher will prepare the selected sentences on chart paper or index cards.
The teacher will instruct the students about verbals or phrases and clauses.
Break the students into groups of two to three students.

Lesson Sequence:

Option 1 for Verbals:

Guide the class to create a color code for the parts of speech they will be asked to identify.
Example: red for prepositions, blue for verbs, yellow for gerunds, etc.
Based on the sentences and student knowledge, you may choose to have a color designated to show it is not one of the parts of speech the students are being asked to identify.
Post the agreed upon color coding for the students to see.
Have each group get a Photon and coding device and go to a space where the sentence is on the floor and they can discuss their answer as they program Photon.
In their groups, students work to program Photon to identify the parts of speech in the sentence. He should move forward, display the color for the first word in the sentence, move forward, display the color for the second word in the sentence, and so on.
After all the groups have coded their robot for the sentence, they should line up the robots at the front of the room.
Instruct the students to watch when the Photon robots run their code. They should look for any differences in the code between the robots.
They should run the programs for each robot at the same time observing the differences.
The teacher will lead a discussion about the results. Students should be asked to explain the function of the words in the sentence.
Repeat for each sentence.

Option 2 for Clauses:

Guide the class to create a color code for the types of clauses they will be asked to identify.
Example: red for dependent, green for independent, etc.
Post the agreed upon color coding for the students to see.
Have each group get a Photon and coding device and go to a space where the sentence is on the floor and they can discuss their answer as they program Photon.
In their groups, students work to program Photon to identify the clauses in the sentence. He should move forward, display the color for the type of clause of the first word in the sentence, move forward, display the color for the second word in the sentence, and so on.
After all the groups have coded their robot for the sentence, they should line up the robots at the front of the room.
Instruct the students to watch when the Photon robots run their code. They should look for any differences in the code between the robots.
They should run the programs for each robot at the same time observing the differences.
The teacher will lead a discussion about the results. Students should be asked to explain the function of the clauses or phrases in the sentence.
Repeat for each sentence