Lesson Plan
Can We Code a Story? Lesson Plan
Students will sequence story events using coding cards, then create and debug a simple “story code” to demonstrate narrative understanding and computational thinking.
Sequencing strengthens reading comprehension by reinforcing narrative structure. Integrating coding concepts boosts logical reasoning and problem-solving, supporting Tier 2 small-group interventions.
Audience
2nd Grade Students (Tier 2 Small Group)
Time
25 minutes
Approach
Hands-on card sequencing with coding blocks
Materials
Story Event Cards, Sequence Shuffle Instruction Sheet, Story Code Block Cards, Debug & Retell Checklist, Whiteboard and Markers, and Colored Pencils or Highlighters
Prep
Prepare Materials
10 minutes
- Print and cut out Story Event Cards.
- Print Sequence Shuffle Instruction Sheet.
- Print and laminate Story Code Block Cards.
- Print Debug & Retell Checklist.
- Arrange materials in four piles for each student group.
- Review the flow in Can We Code a Story? Lesson Plan as needed.
Step 1
Sequence Shuffle (Warm-Up)
5 minutes
- Distribute shuffled Story Event Cards to each group.
- Students collaborate to arrange cards in the correct story order.
- Teacher prompts: “Which event comes first?” and “How do events connect?”
- Groups confirm their sequence before moving on.
Step 2
Story Code Blocks (Main Activity)
15 minutes
- Give each student a set of Story Code Block Cards.
- Learners attach code blocks to their ordered event cards to represent sequence (e.g., Start → Then → End).
- Students write simple “story code” by labeling events with sequencing commands.
- Teacher circulates, checking logic and prompting refactoring (“debugging”) questions.
Step 3
Debug & Retell (Cool-Down)
5 minutes
- Groups exchange coded story sequences with a partner group.
- Partner group uses the Debug & Retell Checklist to verify and fix sequence code.
- Each group retells the corrected story using event cards and code blocks.
- Teacher leads a brief reflection: “How did coding help you understand the story order?”
Slide Deck
Can We Code a Story?
An unplugged coding adventure
• Audience: 2nd Grade (Tier 2 Small Group)
• Duration: 25 minutes
• Goal: Blend literacy and computational thinking
Welcome everyone! Today, we’re diving into an unplugged coding adventure called “Can We Code a Story?”
Introduce yourself and briefly explain computational thinking. Emphasize that we’ll combine literacy skills with coding concepts to make storytelling even more fun.
Materials
• Story Event Cards
• Sequence Shuffle Instruction Sheet
• Story Code Block Cards
• Debug & Retell Checklist
• Whiteboard & markers
• Colored pencils or highlighters
Quickly review the materials you’ve prepared. Point out each stack and explain how students will use them during the lesson.
Lesson Objectives
• Sequence story events correctly
• Create a simple “story code” to show event order
• Debug and retell a partner’s coded story
Explain the objective: sequencing strengthens comprehension; coding blocks reinforce logical thinking. Ask students: “Why do you think order matters in a story?”
Sequence Shuffle (5 min)
- Each group gets shuffled Story Event Cards.
- Collaborate to arrange cards in narrative order.
- Confirm sequence before moving on.
- Check your work against the Sequence Shuffle Instruction Sheet.
Distribute shuffled story event cards. Circulate and ask guiding questions: “Which event comes first?” and “How do you know?” Ensure groups finish within 5 minutes.
Story Code Blocks (15 min)
- Give each student a set of Story Code Block Cards.
- Attach code blocks to ordered event cards: Start → Then → Next → End.
- Write out your “story code” commands next to each event.
- Teacher circulates, offering debugging questions.
Hand out the code block cards. Model attaching a “Start” block to the first event. Prompt students to label each card with “Then,” “Next,” and “End.”
Debug & Retell (5 min)
- Exchange coded sequences with a partner group.
- Use the Debug & Retell Checklist to verify and correct code.
- Retell the corrected story using cards and code blocks.
- Reflect: “How did coding help you understand the story?”
Have groups swap their coded stories. Encourage them to use the checklist to verify sequence. Remind students to ask: “Does the code make sense?”
Wrap-Up & Reflection
• Share one insight about coding and storytelling.
• Discuss how sequencing boosted your comprehension.
• Think about other stories you could “code.”
Lead a brief discussion: What was easy or challenging? How did coding terms help with sequence? Highlight strong logical reasoning and storytelling.
Worksheet
Sequence Shuffle Instructions
Follow these steps to put your story in the right order. Use your Story Event Cards and think about how each event leads to the next.
- Shuffle all Story Event Cards and place them face up on your desk.
- Read each card carefully. Decide which event happened first, then place that card in the “Start” spot below.
Start event: _______________________________________________________
- Choose the event that comes second and place it to the right of your first card.
Second event: _____________________________________________________
- Continue sequencing the cards. Write the third event here and its place in the story.
Third event: ______________________________________________________
- Finally, pick the card that shows the last event in the story.
Last event: ________________________________________________________
- With your group, discuss why you ordered the cards this way. Does each event lead smoothly to the next?
Discussion notes:
_______________________________________________________________
When your sequence is complete, check your work against the teacher’s copy of the Sequence Shuffle Instruction Sheet to confirm your story flows correctly.
Activity
Story Code Block Cards
Use these cards to label each event in your story sequence. Print, cut out, and laminate if desired. Each student needs one set: START, THEN, NEXT, and END.
START
✏️ Attach this card to the event that happens first.
THEN
✏️ Use this card for the second event you coded.
NEXT
✏️ Place this card on the third event in your story code.
END
✏️ Attach this card to show the last event of the story.
Tip: Write the command word again in a different color or with a symbol (▶, ▶▶) to reinforce the order.
Cool Down
Debug & Retell Checklist
Use this checklist to debug a partner group’s coded story sequence. Work together to ensure the story code is clear and accurate, then retell the story.
1. Verify Code Block Placement
- START card on the first event? [ ] Yes [ ] No
- THEN card on the second event? [ ] Yes [ ] No
- NEXT card on the third event? [ ] Yes [ ] No
- END card on the last event? [ ] Yes [ ] No
2. Check Logical Flow
- Does each event follow naturally from the one before? [ ] Yes [ ] No
If “No,” note which events need reordering:
_______________________________________________________________ - Are the sequencing commands (Start, Then, Next, End) labeled clearly? [ ] Yes [ ] No
If “No,” write improvements below:
_______________________________________________________________
3. Retell the Story
After debugging, retell the story in your own words using the Story Event Cards and Story Code Block Cards.
Your group’s retelling:
4. Reflection Questions
- What change did you make to improve the code?
____________________________________________________________ - How did debugging help you understand the story better?
____________________________________________________________ - What advice would you give the original group to make their code stronger?
____________________________________________________________