Language: Reading 
- 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as fairy tales, graphic texts such as a primary dictionary, and informational texts such as a “How to” book

Language: Writing 
- 3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

Using speech bubbles to write dialogue and characteristics of a variety of text forms
These lessons provide opportunities for teachers and students to gather evidence through teacher, peer, and self-assessments; and learning goals and success criteria. See Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, Chapter 4 for more information.
This is the minds on button.
  • Review the prior knowledge, including the use of speech bubbles and characteristics of text forms (e.g., characters, settings).
  • Guide a discussion regarding riddles (e.g., there is a question and an answer; there is humour; there is a pause between the question and the answer).
  • Explain that students will be creating a scene in which two characters in a setting will exchange a riddle and answer.
This is the action button.
  • Teacher projects iPad for display and models the creation of a simple sequence involving two characters with motion blocks and a speech bubble (using two new blocks).
  • Students will copy this sequence onto their iPads, and they can insert their own text into the blocks.
  • The teacher introduces the students to the “wait for” block. This block pauses a program for a certain amount of time determined by the number entered on the block. The “wait for” block should be used to slow down the program after one character asks the riddle before having the other character provide the answer.
  • Students are given the opportunity to explore the different characters and settings and include the dialogue for a riddle and answer in the speech bubbles.
  • The students are encouraged to look for incorrect or insufficient movements, then work to debug their program.
This is the consolidation button.
  • After students have finished creating their riddle scene, they are invited to share their projects with the rest of the class.
  • Students are encouraged to explain what they created, which blocks they used, and why they chose the setting and characters they used.
  • Students save their programs.
  • Students who find the “wait for” block challenging could skip this step and consider the scene one panel of a graphic novel.
  • After completing Lesson 4 of the Scratch Jr. Animated Genres Curriculum, students can add backgrounds to their obstacle courses.