Grammar, spelling and consistency check

Author: aspiece

docs/lesson_51.md.html

@@ -20,7 +20,7 @@
 * [5.1 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%205.1.pptx)
 * [Lab 5.1 - Connect the dots](lab_51.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20Word/Lab%205.1%20Connect%20the%20Dots.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20PDF/Lab%205.1%20Connect%20the%20Dots.pdf))
 * If possible, create large poster-sized versions of the dot grids (each grid is 12 x 3).
-* [Unit 5 tips](unit_5_tips.md.html)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -35,15 +35,15 @@
 
 ### Introduce activity
 
-Inform students that they will be drawing some figures by following specific instructions
+Inform students that they will be drawing some figures by following specific instructions.
 
-* Emphasize that students must follow all instructions in the lab carefully
+Emphasize that students must follow all instructions in the lab carefully.
 
 Throughout the activity, ask students to think about other ways they could accomplish the same goals and the advantages and disadvantages of each approach.
 
 ### Activity
 
-Split students into diverse groups of at least six.  If the number of students is not an exact multiple of six, create a few groups of seven and have students take turns being "active."
+Split students into diverse groups of at least six.  If the number of students is not an exact multiple of six, create a few groups of seven and have students take turns being "active".
 
 * Students should follow the steps in the lab, being careful to act as a group.
 
@@ -57,9 +57,9 @@
 
 Discuss how this approach could be applied to programming.
 
-Introduce the terms _prototyping_ and _cloning_ as (mostly) synonyms:
+Introduce the terms _prototyping_ and _cloning_ as synonyms:
 
-* _Prototyping:_ creating a single "master" entity that defines the behavior for a group of objects, then creating many copies of the prototype to duplicate the behavior
+_Prototyping:_ creating a single "master" entity that defines the behavior for a group of objects, then creating many copies of the prototype to duplicate the behavior.
 
 ## University of California - Berkley teacher support resources
 
@@ -73,4 +73,6 @@
 * Call Tree for “Counting Change” with Snap! example 17:35-22:50
 * Summary of Recursion 25:40-26:21
 
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
+
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docs/lesson_52.md.html

@@ -14,7 +14,7 @@
 
 * Demonstrate the difference between sprite and global variables.
 * Explain how cloning and prototyping simplify similar sprites in the same script.
-* Create prototype sprites and clones of the prototype sprite
+* Create prototype sprites and clones of the prototype sprite.
 * Explain the difference between a "master" sprite and a "clone" sprite.
 
 ## Materials and preparation
@@ -23,7 +23,7 @@
 * [5.2 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%205.2.pptx)
 * [Lab 5.2 - Lots of balls](lab_52.md.html)([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20Word/Lab%205.2%20Lots%20of%20Balls.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20PDF/Lab%205.2%20Lots%20of%20Balls.pdf))
 * Test out the lab on student machines before class (cloning can bring the web browser to a crawl on some machines).
-* [Unit 5 tips](unit_5_tips.md.html)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -57,7 +57,7 @@
 
 #### Demonstration
 
-Introduce cloning as the automated way of doing the manual copying
+Introduce cloning as the automated way of doing the manual copying.
 
 Demonstrate how to create a clone using:
 
@@ -80,4 +80,6 @@
 
 Struggling students should focus on just creating a single clone from the prototype and not worry about creating multiple clones.
 
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
+
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docs/lesson_53.md.html

@@ -22,7 +22,7 @@
 * [Lab 5.3 - Fewer balls](lab_53.md.html) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20Word/Lab%205.3%20Fewer%20Balls.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20PDF/Lab%205.3%20Fewer%20Balls.pdf))
 * [Helping trios activity](helping_trios.md.html)
 * Test out the lab on student machines before class to ensure the machines can handle the number of clones.
-* [Unit 5 tips](unit_5_tips.md.html)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -49,7 +49,8 @@
 
 * Global variables ("for all sprites") are visible to and usable by all sprites in the program.
 * Sprite variables ("for this sprite only") are only visible to and usable by a single sprite.
-* Emphasize that, when cloning is used, each clone gets its own copy of any sprite variables inherited from the prototype.
+
+Emphasize that, when cloning is used, each clone gets its own copy of any sprite variables inherited from the prototype.
 
 Ask students to brainstorm situations in which each type of variable is appropriate.
 
@@ -79,4 +80,6 @@
 
 Struggling students can ignore the requirement to be able to create new sprites after some have been deleted and just focus on deleting clones one at a time.
 
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
+
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docs/lesson_54.md.html

@@ -22,7 +22,7 @@
 * [Lab Day Lesson](lab_day_lesson.md.html)
 * [online game](http://www.pacxon4u.com/space-invaders/)
 * [GrudgeBall](http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html)
-* [Unit 5 Tips](unit_5_tips.md.html)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -84,6 +84,8 @@
 
 Struggling students can be exempted from certain features (such as levels or invader firing) or given starter script.
 
-If students need significant assistance, focus them on the invaders.  Getting a set of invaders created and moving properly will best target the vital objectives from this unit-- namely cloning.
+If students need significant assistance, focus them on the invaders.  Getting a set of invaders created and moving properly will best target the vital objectives from this unit.
+
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true
 
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lesson_51.md

@@ -12,7 +12,7 @@ Students will be able to...
 * [5.1 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%205.1.pptx)
 * [Lab 5.1 - Connect the dots](lab_51.md) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20Word/Lab%205.1%20Connect%20the%20Dots.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20PDF/Lab%205.1%20Connect%20the%20Dots.pdf))
 * If possible, create large poster-sized versions of the dot grids (each grid is 12 x 3).
-* [Unit 5 tips](unit_5_tips.md)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -27,15 +27,15 @@ Students will be able to...
 
 ### Introduce activity
 
-Inform students that they will be drawing some figures by following specific instructions
+Inform students that they will be drawing some figures by following specific instructions.
 
-* Emphasize that students must follow all instructions in the lab carefully
+Emphasize that students must follow all instructions in the lab carefully.
 
 Throughout the activity, ask students to think about other ways they could accomplish the same goals and the advantages and disadvantages of each approach.
 
 ### Activity
 
-Split students into diverse groups of at least six.  If the number of students is not an exact multiple of six, create a few groups of seven and have students take turns being "active."
+Split students into diverse groups of at least six.  If the number of students is not an exact multiple of six, create a few groups of seven and have students take turns being "active".
 
 * Students should follow the steps in the lab, being careful to act as a group.
 
@@ -49,9 +49,9 @@ Ask each group to share their answers to the questions at the end of each part.
 
 Discuss how this approach could be applied to programming.
 
-Introduce the terms _prototyping_ and _cloning_ as (mostly) synonyms:
+Introduce the terms _prototyping_ and _cloning_ as synonyms:
 
-* _Prototyping:_ creating a single "master" entity that defines the behavior for a group of objects, then creating many copies of the prototype to duplicate the behavior
+_Prototyping:_ creating a single "master" entity that defines the behavior for a group of objects, then creating many copies of the prototype to duplicate the behavior.
 
 ## University of California - Berkley teacher support resources
 
@@ -64,3 +64,5 @@ Introduce the terms _prototyping_ and _cloning_ as (mostly) synonyms:
 * Example of Recursion: Counting Change 13:20-17:30
 * Call Tree for “Counting Change” with Snap! example 17:35-22:50
 * Summary of Recursion 25:40-26:21
+
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true

lesson_52.md

@@ -6,7 +6,7 @@ Students will be able to...
 
 * Demonstrate the difference between sprite and global variables.
 * Explain how cloning and prototyping simplify similar sprites in the same script.
-* Create prototype sprites and clones of the prototype sprite
+* Create prototype sprites and clones of the prototype sprite.
 * Explain the difference between a "master" sprite and a "clone" sprite.
 
 ## Materials and preparation
@@ -15,7 +15,7 @@ Students will be able to...
 * [5.2 slide deck](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/slidedecks/TEALS%20SNAP%205.2.pptx)
 * [Lab 5.2 - Lots of balls](lab_52.md)([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20Word/Lab%205.2%20Lots%20of%20Balls.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20PDF/Lab%205.2%20Lots%20of%20Balls.pdf))
 * Test out the lab on student machines before class (cloning can bring the web browser to a crawl on some machines).
-* [Unit 5 tips](unit_5_tips.md)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -49,7 +49,7 @@ Ask what might go wrong or be bad about this approach.
 
 #### Demonstration
 
-Introduce cloning as the automated way of doing the manual copying
+Introduce cloning as the automated way of doing the manual copying.
 
 Demonstrate how to create a clone using:
 
@@ -71,3 +71,5 @@ Students should complete the [Lots of balls](lab_52.md) lab.
 Advanced students can attempt to assign properties to clones (color, size, etc.) so that not all clones look alike.  To do this, they will need to use a global variable to temporary hold the value that can be "claimed" by the clone.
 
 Struggling students should focus on just creating a single clone from the prototype and not worry about creating multiple clones.
+
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true

lesson_53.md

@@ -14,7 +14,7 @@ Students will be able to...
 * [Lab 5.3 - Fewer balls](lab_53.md) ([docx](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20Word/Lab%205.3%20Fewer%20Balls.docx)) ([pdf](https://github.com/TEALSK12/introduction-to-computer-science/raw/master/Unit%205%20PDF/Lab%205.3%20Fewer%20Balls.pdf))
 * [Helping trios activity](helping_trios.md)
 * Test out the lab on student machines before class to ensure the machines can handle the number of clones.
-* [Unit 5 tips](unit_5_tips.md)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -41,7 +41,8 @@ Introduce the distinction between "global variables" and "sprite variables".
 
 * Global variables ("for all sprites") are visible to and usable by all sprites in the program.
 * Sprite variables ("for this sprite only") are only visible to and usable by a single sprite.
-* Emphasize that, when cloning is used, each clone gets its own copy of any sprite variables inherited from the prototype.
+
+Emphasize that, when cloning is used, each clone gets its own copy of any sprite variables inherited from the prototype.
 
 Ask students to brainstorm situations in which each type of variable is appropriate.
 
@@ -70,3 +71,5 @@ For faster students, explaining and demonstrating race conditions would be valua
 Advanced students can also try to implement features giving them additional control over clones, such as changing a specific clone's speed or direction.
 
 Struggling students can ignore the requirement to be able to create new sprites after some have been deleted and just focus on deleting clones one at a time.
+
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true

lesson_54.md

@@ -14,7 +14,7 @@ Students will be able to...
 * [Lab Day Lesson](lab_day_lesson.md)
 * [online game](http://www.pacxon4u.com/space-invaders/)
 * [GrudgeBall](http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html)
-* [Unit 5 Tips](unit_5_tips.md)
+* [Snap! tips][]: 0, 3, 5, 9, 12, 17
 
 ## Pacing guide
 
@@ -76,4 +76,6 @@ Advanced students can be encouraged to add different types of invaders that beha
 
 Struggling students can be exempted from certain features (such as levels or invader firing) or given starter script.
 
-If students need significant assistance, focus them on the invaders.  Getting a set of invaders created and moving properly will best target the vital objectives from this unit-- namely cloning.
+If students need significant assistance, focus them on the invaders.  Getting a set of invaders created and moving properly will best target the vital objectives from this unit.
+
+[Snap! tips]: https://github.com/TEALSK12/introduction-to-computer-science/blob/master/Snap%20Tips.docx?raw=true