Knock Knock Coding

Learning Intention (WALT)

We are learning to use Scratch Junior to create a simple knock-knock joke program, developing our understanding of basic coding concepts such as sequencing and events, and expressing ourselves creatively using digital technologies.

Success Criteria

• I can follow steps to create a knock-knock joke using Scratch Junior on iPads.
• I can sequence events to make characters talk in the right order.
• I can use animations and sounds in my digital story.
• I can explain how my program works to a friend.
• I demonstrate responsibility and respect by using iPads carefully and honestly during the activity.

Victorian Curriculum Links

• VCODE1 – Explore how digital systems (hardware and software) use sequences of steps, decisions, and repetitions to solve problems (AC9TDI2P01: Investigate simple problems for known users that can be solved with digital systems).
• VCODE2 – Use trial and error to program digital solutions and express ideas through digital technologies (AC9TDI2P03: Discuss how existing digital systems satisfy identified needs for known users).
• Design and Technologies (Years 1-2): Generate and communicate design ideas, including using digital tools (AC9TDE2P01).
• Supports development of literacy through sequencing, storytelling and communication in digital form.
• Encourages values of Responsibility (using technology appropriately), Respect (listening to others' ideas), and Honesty (owning work and asking for help).

Equipment Needed

• 25 iPads with Scratch Junior app installed.
• Projector and screen to demonstrate Scratch Junior tutorial video.
• Scratch Junior Lesson 9 tutorial video (Knock Knock Joke) on YouTube (teacher to play off device without showing URLs).
• Visual printouts of Scratch Junior characters and basic code blocks for dyslexia-friendly referencing.

Lesson Duration

60 minutes

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Lesson Breakdown

1. Hook and Introduction (10 minutes)

• Gather students together and ask:
  "Who likes jokes? What is a knock-knock joke?"
  Encourage some spoken examples from students.
• Explain that today we will create our own knock-knock joke using coding on iPads.
• Briefly introduce Scratch Junior:
  "This is a fun app that lets us tell stories using characters and moves, sounds and words!"
• Explain safety and responsibility expectations for using iPads: handle with care, be respectful of others.

2. Teacher Modelled Activity (15 minutes)

• Project Scratch Junior app on the screen.
• Play segments of the Lesson 9 Knock Knock Joke tutorial video from StemMini channel, pausing frequently.
• Model coding the knock-knock joke:
  • Adding characters
  • Using speech bubbles
  • Sequencing ‘when tapped’ events to make characters speak in turn
  • Adding simple animations or sounds to enhance the joke
• Narrate your thinking aloud: "First, I want the first character to say ‘Knock knock’ when I tap it. Then the second character will say ‘Who’s there?’"
• Encourage students to ask questions during demonstration.

3. Guided Independent Practice (20 minutes)

• Students use iPads to open Scratch Junior.
• Guide them to find characters and basic blocks to recreate the knock-knock joke structure.
• Circulate and provide support, encouraging problem-solving and creativity.
• Display dyslexia-friendly visual aids with simplified block icons and short phrases for directions.
• Encourage students to personalise their joke by choosing different characters or changing the lines but follow the knock-knock dialogue sequence.

4. Reflection and Sharing (10 minutes)

• Ask students to share their jokes with a partner or small group.
• Prompt reflection questions:
  • How did you make your characters talk?
  • What did you find easy or hard?
  • How did you solve any problems?
  • How did you use your iPad responsibly and respectfully?
• Select 2-3 volunteers to present their jokes to the whole class.

5. Assessment and Closing (5 minutes)

• Informal assessment based on students demonstrating the coding sequence and explaining their project.
• Use a checklist:
  • Created a knock-knock joke program (Yes/No)
  • Used sequencing of speech events (Yes/No)
  • Used at least one animation or sound (Yes/No)
  • Can explain their program (Yes/No)
• Reinforce school values by highlighting responsible iPad use and respectful sharing.

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Differentiation Strategies

• For diverse learners:
  • Provide a step-by-step laminated flowchart of the coding blocks used for reference.
  • Use paired programming (stronger coders partner with peers).
  • Have one-on-one iPad support for students needing extra help.
  • Use voice-to-text or verbal explanation for students with writing difficulties.
• For students with dyslexia:
  • Use font with clear letter shapes and spacing on printouts.
  • Focus on visual coding blocks over text.
  • Use verbal instructions and peer support.

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Extension Activities

• Challenge advanced learners to create their own original jokes or add multiple jokes in their Scratch Junior project.
• Introduce simple loops or repeat blocks to automate parts of the joke.
• Allow students to add digital backgrounds or multiple characters with different voices.

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Links to School Values

• Responsibility: Using technology safely and appropriately.
• Respect: Listening to each other's jokes, providing help, and working patiently.
• Honesty: Sharing your own work truthfully and asking for help when needed.

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This lesson plan combines foundational coding skills in a creative and engaging context, tightly aligned with the Victorian Curriculum Digital Technologies content descriptions for Years 1 and 2 (AC9TDI2P01, AC9TDI2P03, AC9TDE2P01) and integrates cross-curricular literacy development through digital storytelling. It promotes the school’s core values and offers differentiated support to ensure all students can engage meaningfully with the technology and content.