6-7 yrs old
8-10 yrs old
Reading and Writing
Students experience the fairy tales in the game and revise them based on their knowledge of elements of literature.
September 1, 2020
Storytime Settings Planning Page
Minecraft: Education Edition world file
Storytime Code video
Storytime Code Interactive Images
Students verbally recount the stories in groups of three, then enter the M:EE StoryTime Setting world after watching a quick demonstration of how to begin. Students experience the fairy tales in the game. Students then select one story to focus on and brainstorm a way to modify the story characters, setting, or plot. Then students build their alternative in the game and take a screenshot, then journal about the changes they made and how it impacts the story.
Teacher Preparation & Notes
Day 3 of 3
Ask students to select one story to focus on for this activity. Have students complete their own version of the chart from day 1, including the thinking process for changing one character or setting to impact the plot. Ask students to write or tell aloud how their story would change and propose their changes to the world with a sketch. Once students have their sketches “approved,” they are ready to build their changes to the story in the M:EE world. Students should use the camera and portfolio to take a picture of their build and write a few sentences about how they change the story.
Students use Dictation to write their journal entries.
Students take multiple screenshot images of the story with the elements changed. Students create a new story and add narration and screenshots to a video.
CCSS.ELA-Literacy.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
4 - Student modified the character and setting to impact the plot of the story. Student built a detailed representation of the changes and documented the impact in the portfolio.
3 - Student modified the character or setting to impact the plot of the story. Student built an accurate representation of the changes and wrote about the plot changes in the portfolio.
2 - Student modified the character or setting to impact the plot of the story. Student needs to complete the build representation or portfolio explanation.
1 - Student did not modify the character or setting of the story and needs to complete the build representation and portfolio explanation.
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