Speaking and Listening: Dashing Poets (Gr. 3-5)

Description

In this lesson, students will engage with kinaesthetically-vivid poetry through programming. Working in groups, they will identify strong examples of sensory-based imagery within two lines of a verse and interpret these lines as a program for Dash. This activity will deepen students' understanding of kinaesthesia through programming.

Objectives

  • Discuss kinaesthetic imagery in selected poetry
  • Recognize sensory words and phrases that create imagery
  • Understand that imagery can inspire emotions
  • Interpret and communicate kinaesthetic imagery through programming
  • Sketch to plan for programming
  • Program Dash with custom sounds
  • Program Dash to move forward, backward, or turn
  • Program Dash’s lights, colours, and eye ring patterns
  • Program a loop for Dash to repeat until a programmed event is triggered
  • Program an event to stop the loop

Lesson Procedure

  • Class 1: Speaking and Listening (60 minutes)

Curriculum Connections Summary

  • Ontario - Language & Math - Algebra (Coding)
  • Quebec - Language
  • New Brunswick - Language
  • Nova Scotia - Language & ICT
  • Newfoundland & Labrador - Language
  • Saskatchewan - Language
  • Prince Edward Island - Language
  • Manitoba - Language
  • British Columbia - Language & ADST
  • Alberta - Language, ICT & CTF
  • Yukon Territories - Follow's B.C.'s Curriculum
  • Northwest Territories - Follows Alberta's Curriculum
  • Nunavut - Follows Alberta's Curriculum


 

Robots and Accessories

Dash Dot

Other Supplies

  • [Optional] Dot robots (1 per group)
  • Programming Imagery Handout (1 per group)
  • Dashing Poems Handout (1 per group)
  • Dashing Poets' Brainstorming Worksheet (1 per group)
  • Pencils (1 per student)
  • [Optional] supplies to create a costume or props for Dash (e.g., colored paper, scissors, gaffers or masking tape, small bag filled with miscellaneous craft supplies such as pipe cleaners, googly eyes, pom poms, etc.)
  • Tablets - See Tablet Compatibility

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