Project Overview

To improve student interpretation and ability to combine information using a variety of strategies, resources and technologies.  For this project we will be using Dash & Dot from Wonder Workshop.  The following project has been designed to for grades K-1, 1-2, and 3-4.  Each lesson plan is divided by grade and outlines the curriculum outcomes, materials, pre-lesson considerations, lesson & activities, and closure. 

 
 
Project Materials

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Project Title Goes Here
Lesson Plan for K-1 Classroom Teachers 
Curriculum Connections

GCO 5:

Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

Students will be expected to:

  • With assistance, interact with a variety of simple texts
    (e.g., pictures, computer software, videotapes, non-fiction) as well as human and community resources

GCO 8:

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Students will be expected to:

  • Understand that print carries a message use writing and other forms of representing to convey meaning (communicating messages, recounting experiences, expressing feelings and imaginative ideas, exploring learning)

GCO 9:

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

Students will be expected to

  • Create written and media texts using some familiar forms (e.g., lists, letters, personal narratives, retellings, messages, finger plays, drawings, puppetry) demonstrate a beginning awareness of audience and purpose.

GCO 10:

Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

Students will be expected to:

  • Begin to develop strategies for prewriting, drafting, revising, editing, and presenting, e.g., use drawing and talking as ways to rehearse for writing; take risks with temporary spelling as a strategy for getting ideas on paper (drafting); confer with others; respond orally to comments, and begin to add on (simple revision strategies); use simple editing.

Students will be expected to:
  • Demonstrate engagement with writing and other forms of representation choose to write when given a choice of activities

  • Take risks to express self in writing

  • Sustain engagement in writing and other forms of representation (e.g., creating with blocks or paint, role-playing, telling a story through drawing and writing)

  • Write in play situations (e.g., making grocery lists, making signs, playing school, preparing menus)

  • Engage in writing and representing activities every day

  • Share writing and other representations willingly with others.

Students will be expected to:

  • With assistance, begin to use technology in writing and other forms of representing, use a tape recorder to tape a completed piece of writing, an oral retelling, or a dramatization

  • Use a drawing program/ simple word processing program (computer software) to create illustrations for a group story or to draw a picture and write a caption

  • With assistance, engage in the research process to construct and communicate meaning;

  • Interact with a variety of simple texts (e.g., pictures, computer software, videotapes, easy fiction and non-fiction), as well as human and community resources

  • Record information in simple ways (e.g., drawings, labels, predesigned booklets, short pieces of writing); share information with others in a variety of ways.

Objectives

(1) Write a story

Stories must be written in chronological order

(2) Path App

  • Learning how to use code using the Path app for Dash from Wonder Workshop

  • Tap image for app details >>>>

You will need:

  • Dash Wonder Workshop Technology

  • iPad

  • Wonder Workshop Path App

  • LEGOs

  • Pipe cleaners, scraps of fabric, glue, scissors, construction paper etc. for making props/clothes for Dash  

  • Story Board handouts

Please reload

Pre-Lesson  - Introduction to Dash and the Path App

Time Frame: (45-50 min)

1. Introduce Dash and explain what robots are and that they can be programmed.

 

2. Give students an overview of the Path app.

3. Give each student an iPad with the Wonder Workshop Path app pre installed.

 

4. Give students time to explore the Path app and complete the quests to unlock each of the four scenarios.

 

5.When completed students will use the path app to create their own story.

 

6.Teacher will demonstrate with an exemplar story using a storyboard, Dash, and once of the three Path locations from the app.


7.Provide students with LEGOs, and other materials to add to Dash to make their story more interesting.

Lesson and Activities- Creating a story using the Path app for Dash

Time Frame (45-50 min per Writing Block)

 

1. Students will plan their story using the storyboard hand out using pictures and word

 

2. Students will be reminded to plan their story in sequence while focusing on- beginning, middle, and ending.

 

3. Provide students with iPads and Dash technology to begin coding their story using the Wonder Workshop Path app.

 

4. Remind students of the teacher example before they begin coding their Dash.

 

5. Students can use any one of the three Path locations from the Path app

Closure

1. Students will share the stories they created with the class and teacher using Dash and any other props as the actors.​

 

2. Students will be given time to reflect on their writing project and share their thoughts about using Dash.

 
 
 
 
Lesson Plan for 1-2 Classroom Teachers 
Curriculum Outcomes

GCO: 8

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Students will be expected to:

  • Use writing and other forms of representing for a variety of functions: to ask questions; to generate and organize ideas; to express feelings, opinions, and imaginative ideas to inform/communicate information; to record experiences; to explore learning;

  • Begin to develop, with assistance, some ways to make their own notes (e.g., webs, story maps, point-form notes)

  • Begin to experiment with language choices in imaginative writing and other ways of representing

 

GCO: 9

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

Students will be expected to:

  • Use a variety of familiar text forms and other media (messages, letters, lists, recounts, stories, poems, records of observations, role-plays, Readers Theatre)

  • Demonstrate some awareness of audience and purpose; choose particular forms for specific audiences and purposes; realize that work to be shared with an audience needs editing

  • Consider their readers’/ viewers’/ listeners’ questions/ comments and begin to use such responses to assess and extend their learning

 

GCO: 10

Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

Students will be expected to:

  • Develop strategies for prewriting, drafting, revising, editing/proofreading, and presenting/publishing

  • Use prewriting strategies, such as drawing, talking, and reflecting use appropriate drafting strategies for getting ideas on paper (taking risks by using temporary spelling or by exploring various forms, writing freely with a focus on getting ideas on paper, composing simple text using a word processor)

  • Use simple revision strategies to create a meaningful message (e.g., adding on, crossing out, starting to insert information)

  • Use simple editing strategies (e.g., making some simple corrections in spelling and punctuation, — capitals, periods; circling and correcting a few misspelled words; using beginning dictionaries or class-made word lists as resources for spelling)

  • Use a variety of techniques for publishing/presenting (sharing writing/representing with the class or another class, publishing on-line, submitting work to school/ district anthology or magazine)

  • With assistance, experiment with technology in writing and other forms of representing

  • Use a tape recorder to record choral readings, dramatizations, retellings, or finished pieces of writing

  • Create illustrations/drawings with a computer graphics/ drawing program  

  • Select, organize, and combine, with assistance, relevant information to construct and communicate meaning

  • Interact with resources (print, non-print, or human) to answer their own questions or learning needs

  • With assistance, develop strategies for making and organizing notes

Objectives

(1) Write a creative story

Send Dash on an adventure! Here students can use their imagination to create elements of a creative story.  They can map out a plot and watch their character (Dash) complete tasks and save the day. 

(2) Learn how to code

By using Blockly, students can learn the basic structure of code.  They can code their story and create challenges for Dash along the way.  This type of programming will bring your student's story to life. 

For Dash's Blockly app tap this image >>>>

You will need:

  • Dash Wonder Workshop Technology

  • iPad

  • Wonder Workshop Path App

  • Wonder Workshop Blockly App

  • LEGOs

  • Pipe cleaners, scraps of fabric, glue, scissors, construction paper etc. for making props/clothes for Dash

  • Handouts of Blockly Scenario Cards

  • Story Board handout

Please reload

Warm-Up- Introduction to Dash using the Path App

Time Frame: 25-30 min

 

1. Introduce Dash to the students by demonstrating the Path App from Wonder Workshop:

 

2. Give students time to complete the quests on the Path App

 

3. Discuss the Path App as as class: focusing on what students learned, what they found difficult, what they would like to see Dash do next.

Pre-Lesson and activities- Learning about Coding using the Blockly app for Dash

Time Frame: 45-50 min

 

1. Provide each student in the class (or pairs of students) with an iPad(s) pre installed with the

 

Blockly app from Wonder Workshop:

 

2. Explain to students that they are going to learn how to code Dash using the Blockly App. Use the information you received from Brilliant Labs and this video to help students understand how to code:

Closure

Set up learning stations around the room where students are given time to practice coding Dash:

    Station One: Turn Dash into a Car; Turn Dash into a Fire Engine; Turn Dash Into a Train

    Station Two: Turn Dash into an Animal; Turn Dash into an Alien

    Station Three: Explore the Blockly and Dash on your own

Main Lesson and Activities- Creative Story writing using Dash and Blockly app

Time Frame (45-50 min per Writing Block)

 

1. Before students begin writing and coding their story provide them with the exemplar given by Brilliant Labs

 

2. Students will plan their story using storyboard hand out. Students should use both pictures and words in the planning process.

 

3.Students will be reminded to plan their story in sequence while focusing on- beginning, middle, and end.

 

4.The teacher will provide students with iPads and Dash technology to begin coding their story using the Wonder Workshop Blockly app and their story board.

 

5. Students will add voice technology and sound effects to their coded story (this should already be familiar to the students)

 

6. Show students of the example from Brilliant Labs before they begin writing and coding their story.


7.When students have finished coding their story they will then add props to Dash and any other backgrounds etc., to enhance their presentation.

Closure

1. Students will share and present the stories they created.

 

2. Students will be given time to reflect on their writing project and share their individual thoughts about using Dash in a journal or other written piece.

 
 
 
 

3. Students will explore the step-by-step puzzles in Blockly app.

Lesson Plan for 3-4 Classroom Teachers 
Curriculum Outcomes
 

GCO 8:

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Students will be expected to:

  • Use writing and other forms of representation to; formulate questions; generate and organize language and ideas.

  • Discover and express personal attitudes and opinions.

  • Express feelings and imaginative ideas.

  • Record experiences

  • Explore how and what they learn

  • Explore, with assistance, ways for making their own notes

  • Experiment with language choices in imaginative writing and other ways of representing

 

GCO: 9

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

Students will be expected to:

  • Create written and media texts using a variety of forms

  • Experiment with a combination of writing with other media to increase the impact of their presentations

  • Demonstrate some awareness of purpose and audience; make choices about form for a specific purpose/audience; realize that work to be shared with an audience needs editing

  • Consider their readers’/ listeners’/ viewers’ questions, comments, and other responses in assessing their work and extending their learning

 

GCO: 10

Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

Students will be expected to

  • Experiment with a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies

  • Use a variety of prewriting strategies for: generating and organizing ideas for writing (e.g., brainstorming, webbing, story mapping, reading, researching, interviewing, reflecting)

  • Use appropriate drafting techniques (focussing on getting ideas on paper, taking risks with temporary spelling when necessary, experimenting with new forms/techniques, keeping audience in mind, using a word processor to compose)

  • Use revision techniques to ensure writing makes sense and is clear for the audience (e.g., reading/rereading, adding ideas, crossing out repetition or unnecessary information, sequencing ideas/information, rearranging, using feedback from conferences to help revise)

  • Use editing strategies (e.g., checking punctuation and language usage; checking spelling by circling words that don’t look right, trying them another way, and checking with a resource such as dictionary; using an editing checklist)

  • Use appropriate techniques for publishing/presenting (e.g., a word processor to publish; illustrations, charts, and diagrams to enhance writing where appropriate; sharing writing/representing orally; publishing in a class newsletter; publishing on-line; submitting work to school/district newsletter)

  • Demonstrate engagement with the creation of pieces of writing and other representation

  • Engage in writing/ representing activities for sustained periods of time

  • Work willingly on revising and editing for an audience

  • Demonstrate pride and sense of ownership in writing/representing efforts

  • Experiment with technology in writing and other forms of representing

  • Use a tape recorder to tape dramatic presentations, readings of published work, and retellings

 
Objectives
 
Materials

(1) Write a creative story

Send Dash on an adventure! Here students can use their imagination to create elements of a creative story.  They can map out a plot and watch their character (Dash) complete tasks and save the day. 

(2) Learn how to code

By using Blockly, students can learn the basic structure of code.  They can code their story and create challenges for Dash along the way.  This type of programming will bring your student's story to life. 

For Dash's Blockly app tap this image >>>>

You will need:

  • Dash Wonder Workshop Technology

  • iPad

  • Wonder Workshop Blockly App

  • Pipe cleaners, scraps of fabric, glue, scissors, construction paper, LEGOs etc. for making props/clothes for Dash and Dot

  • Graphic Organizer

  • Writing Paper

Please reload

 
Pre-Lesson and activities- Learning about Coding using the Blockly app for Dash

Time Frame: 45-50 min

 

1. Provide each student in the class (or pairs of students) with an iPad(s) pre installed with the

 

Blockly app from Wonder Workshop:

 

2. Explain to students that they are going to learn how to code Dash using the Blockly App. Use the information you received from Brilliant Labs and this video to help students understand how to code using the Blockly App:

3. Students will explore the step-by-step puzzles in Blockly app to familiarize themselves with the program.

 

4. Students will practice coding both Dash and Dot using the the Blockly app

 
Main Lesson and Activities- Creative Story writing using Dash and Blockly app

Time Frame (45-50 min per Writing Block)

 

1. Before students begin writing and coding their story provide them with the exemplar given by Brilliant Labs

 

2. Students will plan their story using storyboard hand out. Students should use both pictures and words in the planning process.

 

3.Remind students to plan their story in sequence while focusing on- beginning, middle, and end.

Along with the story board students will write a story using a graphic organizer and proper format.

 

4.The teacher will provide students with iPads and Dash technology to begin coding their story using the Wonder Workshop Blockly app and their story board.

 

5. Students will add voice technology and sound effects to their coded story (this should already be familiar to the students)

 

6. Show students of the example from Brilliant Labs before they begin writing and coding their story.


7.When students have finished coding their story they will then add props to Dash and any other backgrounds etc., to enhance their presentation.

Closure

1. Students will share and present the stories they created.

 

2. Students will be given time to reflect on their writing project and share their individual thoughts about using Dash in a journal or other written piece.

Need More Support? 
 
Teacher Dash 

I am an elementary teacher who is passionate about providing all students with an authentic learning environment in which they can use the creative tools like Dash and my friend Dot to help students bring their ideas to life. 

We're here to help. Connect with us and we'll work to bring this project to life for you and your class.

Connect with us >>>>

T. 506-442-9059

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