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Scratch 'Shakespearean Compliment Generator' Lesson

NOTE: A self-guided (in-browser) tutorial version of this lesson (suitable for remote learning) can be found by here:
Shakespearean complement generator tutorial

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How it works

The program works by taking the familiar Shakespearean sonnet ‘Shall I compare thee to a summer’s day?’ but replaces the last two words with a random adjective followed by a random noun.

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Suggested time: 60 mins

Learning Objectives:

• Understand and use sequence in an algorithm
• ​Understand and use data structures in an algorithm (for example, Lists, Tables or Arrays)

Curriculum Mapping:

National Curriculum England

KS2:

• Design, write and debug programs that accomplish specific goals; solve problems by breaking them into smaller parts. Select, use and combine a variety of software on a range of digital devices to design and create a range of programs.
• Use sequence, selection and repetition in programs; work with variables and various forms of input and output
• Use logical reasoning to explain how some simple algorithms work; detect and correct errors in algorithms and programs

KS3:

• Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.

ISTE Standards

STUDENT: COMPUTATIONAL THINKER:

• 5a: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
• 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
• 5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

 

 

EDUCATOR: COMPUTATIONAL THINKING COMPETENCIES:

• 4b: Design authentic learning activities that ask students to leverage a design process to solve problems with awareness of technical and human constraints and defend their design choices.

 

COMPUTER SCIENCE EDUCATORS:

• 2a: Plan and teach computer science lessons/units using effective and engaging practices and methodologies:

i. Select a variety of real-world computing problems and project-based methodologies that support active and authentic learning and provide opportunities for creative and innovative thinking and problem solving

ii. Demonstrate the use of a variety of collaborative groupings in lesson plans/units and assessments

iii. Design activities that require students to effectively describe computing artifacts and communicate results using multiple forms of media

iv. Develop lessons and methods that engage and empower learners from diverse cultural and linguistic backgrounds

v. Identify problematic concepts and constructs in computer science and appropriate strategies to address them

vi. Design and implement developmentally appropriate learning opportunities supporting the diverse needs of all learners

vii. Create and implement multiple forms of assessment and use resulting data to capture student learning, provide remediation and shape classroom instruction

 

CSTA

CSTA K–12 CS Standards:

• 1B-AP-08: Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
• 1B-AP-09: Create programs that use variables to store and modify data.
• 1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
• 1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• 1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
• 1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
• 1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.
• 2-AP-11: Create clearly named variables that represent different data types and perform operations on their values
• 2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
• 2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
• 2-AP-16: Incorporate existing code, media, and libraries into original programs, and give attribution.
• 2-AP-17: Systematically test and refine programs using a range of test cases.
• 3A-AP-14: Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
• 3A-AP-15: Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made.

Curriculum for Wales

AREA OF LEARNING AND EXPERIENCE: Science and Technology:

Computation is the foundation for our digital world.

Progression step 3        

• I can use conditional statements to add control and decision-making to algorithms.
• I can identify repeating patterns and use loops to make my algorithms more concise.
• I can explain and debug algorithms.

 

Progression step 4

• I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.
• I can select and use data structures that efficiently manage data in algorithms.
• I can plan and implement test strategies to identify errors in programs.

 

Progression step 5

• I can identify, define and decompose problems, choose appropriate constructs and express solutions in a variety of environments.
• I can use file-handling techniques to manipulate data in algorithms.
• I can test, evaluate and improve a solution in software.

 

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Lesson Outline:

In this lesson, students will make a 'Shakespearean' style compliment generator.​

Part 1
​Start by sharing the following code for a simple sorting hat. ​Challenge the students to predict what will happen before revealing the answer. 

Run through the code line by line and explain what each line is doing.

​Challenge 1
Have the students launch the code sample (for a simple sorting hat) below then modify it by changing the house names. 

Sample code:
https://scratch.mit.edu/projects/622233705

Part 2
Ask the students to add a new house to their list called 'Dumbledore' and run the code again. Ask the students if they can spot a problem with their new code.

Explain that there is a problem with the code in that it will never pick Dumbledore.
Highlight the first line (set random) and explain that the code picks a random number between one and four, however our list now contains five items.

Challenge 2
Ask the students to modify their code so that it now also picks Dumbledore from the list.

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Part 3
Ask the students, what if we keep adding to the list or we are not sure how many items are in our list?

Explain that we can get around this problem by returning the length of the list. For example:

Challenge 3
Ask the students to modify their code so that it picks a random number between one and the length of the list (see example above).


Taking it further

Challenge the students to modify their code so that it picks a name at random from their whole class.

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Shakespearean Compliment Generator

​Explain how the compliment generator works (see description above) and share the worked example below. Challenge the students to create their own compliment (or insult) generator using what they have learnt or by using the worked example (below). 

Example:

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Worked example (containing missing elements of the code): 
https://scratch.mit.edu/projects/622707721​

Example solution:
scratch.mit.edu/projects/622705185