Story parts for retelling stories in Kindergarten (Sessions 4, 5, 6, 7, 8)


Session 4. STORY-RETELLING WITH I-CODE

Type of story-retelling. Story with beginning, middle, and end.

Objective. Familiarize with the i-code tool through narrative models and computational logic concepts.

Activity description.

  • Minutes 0-5: Welcome the children, gather in a circle, and briefly present today's activity. "In the last activity, we discovered a new tool called i-Code. Have you thought about what we can use i-Code for? We can use it to tell stories through its cards and tablet application. Today, we will read a short story and use i-Code in small groups to retell it using its application. This story has a beginning, middle, and end."
  • Minutes 5-50: Story-retelling activity using i-Code. The goal of this session is for the participants to familiarize themselves with the i-Code tool through narrative models and concepts that also support computational logic. Specifically, in this session, the children will be presented with a story with a beginning, middle, and end, and they will be asked to retell it using i-Code. The teacher should read the story to each group as many times as needed to retell it. Story: “K1”.
  • Minutes 50-60: Close the activity with a reflective dialogue about the experience and the use of i-Code to tell stories.

The Story

  1. Beginning. Once upon a time, there was a little bunny named George who lived near a mountain. He loved to play in the forest and meet all the animals.
  2. Middle. One day, George found a shiny object in the bushes. It was a magic mirror. When he touched it, George found himself in an enchanted forest. There, he met a butterfly named Mary. Together, they walked through the forest, talking to the trees and animals. Later, they met a friendly squirrel named Luc.
  3. Ending. George, Mary, and Luc played all day, eating apples and cookies. When it got dark, George happily returned home to tell his mom about his new friends.

Session 5. STORY-RETELLING AND STORYTELLING WITH I-CODE

Type of story-retelling. Story with beginning, middle, without end.

Objective. Foster learning of narrative structure, sequential logic, and computational thinking concepts.

Activity description.

  • Minutes 0-5: Welcome the children, gather in a circle, and briefly present today's activity. "Last time, we saw that we can use i-Code to tell stories through its cards and tablet application. Today, we will read another short story and use i-Code in small groups to retell it using its application. However, this time, we will need to add the last part of the story ourselves, telling how it ends."
  • Minutes 5-50: Continue working on the children's narrations, offering them again a narrative model consisting of a story with a beginning and middle but without an end. This is intended to provide a model that allows for the development of a part of the story and fosters learning of a narrative structure and sequential logic. Specifically, in this session, the children will be presented with a story with a beginning and middle, and they will be asked to retell it using i-Code, developing an ending. The teacher should read the story to each group as many times as needed to retell it. Story: “K2”.
  • Minutes 50-60: Close the activity with a reflective dialogue about the experience and the use of i-Code to tell stories.

The Story

  1. Beginning. Once upon a time, there was a boy named William. He lived in a small house near a forest. One day, while playing in the forest, he saw a bee among the trees and decided to follow it.
  2. Middle. William crossed a street, a bridge, and a river, searching for the bee and saying, "Bee, where are you going?" But the bee kept flying farther and farther away. As he followed it, William met a little bunny who said, "Welcome to the Magic Forest, William!" The bunny explained that the bee was leading him to a special treasure.
  3. Ending...

Session 6. STORY-RETELLING AND STORYTELLING WITH I-CODE

Type of story-retelling. Story with beginning without middle and end.

Objective. Foster learning of narrative structure, sequential logic, and computational thinking concepts.

Activity description.

  • Minutes 0-5: Welcome the children, gather in a circle, and briefly present today's activity. "Last time, we saw that we can use i-Code to tell stories through its cards and tablet application. Today, we will read another short story and use i-Code in small groups to retell it using its application. Last time, we also added an ending to the story because it was missing. Now we will have to add the middle and end of the story, because I will only read you the beginning."
  • Minutes 5-50: The children will be presented with a narrative model consisting of a story with a beginning but without a middle and end. This is intended to provide a model that allows for the development of the middle and end of a story, again promoting the sequential logic of events. Specifically, the children will be presented with a story with a beginning, and they will be asked to retell it using i-Code, developing the middle and end. After reading the story, the groups will begin exploring how to retell it with i-Code. The teacher should read the story to each group as many times as needed to retell it. Story: “K3.
  • Minutes 50-60: Close the activity with a reflective dialogue about the experience and the use of i-Code to tell stories.

The Story

  1. Beginning. Once upon a time, there was a boy named Marc and his best friend, Ana. Marc and Ana loved space and dreamed of becoming astronauts. One day, while exploring Marc's grandfather's old observatory, they found an ancient telescope pointing at a distant star.
  2. Middle...
  3. Ending....

Session 7. STORY-RETELLING WITH PROBLEM SOLVING WITH I-CODE

Type of story-retelling. Complete story with problematic event and resolution.

Objective. Stimulate problem-solving skills, supported by narration and computational thinking.

Activity description.

  • Minutes 0-5: Welcome the children, gather in a circle, and briefly present today's activity. "Last time, we saw that we can use i-Code to tell and invent stories through its cards and tablet application. Today, we will read another short story, with a problem that will be solved throughout the tale. We will use i-Code in small groups to retell it using its application."
  • Minutes 5-50: The children will be presented with a narrative model focused on a problematic event and its resolution. This is intended to provide a model that involves problem-solving, a central aspect of computational thinking. Specifically, the teacher will present the children with a story with a beginning, a middle with the introduction of a problem, and an end with a resolution, and they will be asked to retell it using i-Code. After reading the story, the groups will begin exploring how to retell it with i-Code. The teacher should read the story to each group as many times as needed to retell it. Story: “K4”.
  • Minutes 50-60: Close the activity with a reflective dialogue about the experience and the use of i-Code to tell stories and solve problems.

The Story

  1. Beginning. Once upon a time, there was a boy named Carl who loved animals very much. One day, Carl was at the park with his family, playing on the swing.
  2. Middle with Problematic Event. [Problem 1] While swinging, he saw a puppy that had gotten lost. [Mediator Element 1] Carl petted the puppy and began looking for its owner in the park. He asked everyone he met, but no one was the puppy's owner.
  3. Problem Solution & Ending. Carl remembered seeing a bulletin board at the park entrance. He decided to check it and saw a poster with a picture of the puppy and a phone number. The poster said the puppy's name was Max and that his owner was looking for him. So, Carl asked his mom to call the puppy's owner..

Session 8. STORY-RETELLING AND STORYTELLING WITH PROBLEM SOLVING WITH I-CODE

Type of story-retelling. Complete story with problematic event without resolution.

Objective. Stimulate problem-solving skills, supported by narration and computational thinking.

Activity description.

  • Minutes 0-5: Welcome the children, gather in a circle, and briefly present today's activity. "Last time, we saw that we can use i-Code to tell and invent stories through its cards and tablet application. Today, we will read another short story, with a problem, similar to the last time we played with i-Code to tell stories. This time, however, you will have to decide how the problem in this story is solved. We will use i-Code in small groups to retell it using its application."
  • Minutes 5-50: The children will be presented with a narrative model that contains a problematic event but without a resolution. Specifically, the children will be presented with a story with a beginning, a middle with the introduction of a problem. They will be asked to retell it using i-Code and develop a resolution. After reading the story, the groups will begin exploring how to retell it with i-Code. The teacher should read the story to each group as many times as needed to retell it. Story: “K5”.
  • Minutes 50-60: Close the activity with a reflective dialogue about the experience and the use of i-Code to tell stories and solve problems.

The Story

  1. Beginning. Once upon a time, there was a little monkey named Coco who lived near a beautiful city. One day, Coco arranged to meet with his friend, Lola the giraffe.
  2. Middle. [Problem 1] As they chatted under the sun, Lola the giraffe started to feel very overheated. Suddenly, Lola began acting strangely, doing somersaults and swinging her long neck around. Lola was suffering from heatstroke. She started chasing Coco and trying to bite him because, in her dazed state, she thought he looked like a chocolate cake. [Mediator Element 1] Desperate to help her, Coco offered her a bucket of cool water and started spraying her with a hose.
  3. Problem Solution & Ending...

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