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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022

Creative Computing Project – Final Report

PSC-IT and ISTE-E Standards Addressed in the Project
6.2/6b Managing Technology & Learning
Candidates manage the use of technology and student learning strategies in a variety of
environments such as digital platforms, virtual environments, hands-on makerspaces, or in the
field. (PSC-IT 6.2, ISTE-E 6b)

6.3/6c Design & Computational Thinking

Candidates create learning opportunities that challenge students to use a design process and/or
computational thinking to innovate and solve problems. (PSC-IT 6.3, ISTE-E 6c)

6.4/6d Creativity
Model and nurture creativity and creative expression to communicate ideas, knowledge, or
connections. (PSC-IT 6.4, ISTE-E 6d)

Name: Ending Rewrites with the Classics: Digital Story Telling with Scratch

Grade level: 9-12

Subject(s): English

Date of implementation: May 15,2023 (Final Exam component)

Description of Your Creative Computing Project

This Creative Computing Project is to help students retell the end of the story using digital story
telling. As students recreate new ending of each story, students are able to show their
understanding of character and how the setting can change the outcome of story by using
Scratch to retell the ending. Students should bring a story that they have read and devices to
create that code. This project will be embedded in the classroom lesson.

Use of Technology and Student Learning Strategies (ISTE-E 6b)

ISTE Portfolio Questions
1. What rules, guidelines, and parameters, regarding the use of technology, do you have
for your learners when they are working independently in alternative classroom
settings?
a. Students must create an outline of what their scratch story telling will consist of.
b. Students must use their own assigned technology device. Each student must use
a rubric to create the new ending of each story.
c. Each sections including (background, story items, and character) must be created
prior to creating a scratch story.
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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022
d. During this project students are required to use 95% of technology during this
project.
i. Each scratch design must be a minimum of 2 minutes long with a max of
5 minutes.
ii. You must include 3 items and must have your character interact with
each item.
iii. You must have a minimum of 2 changes in background and 1 scene that
plays music.

2. Do you guide learners to reach out to their peers for support and troubleshooting?
a. Each student can connect with their peers for help and guidance; however, it is
not required.
b. Each classroom would have their general teacher and the technology coach as
references or to use for guided support.

3. What ways do/can they troubleshoot their needs, independently?

a. Each student will be required to run the code every scene to ensure proper
coding.
b. Re-analyze their outlines to ensure that the story is going the way it was
designed.
c. Tutoring sessions will be provided during lunch and learns. Also, a one pager of
helpful videos on the scratch page will be posted to Google Classroom/Teams for
support.

4. How do you manage the use of technology in these alternative classroom settings?
a. Each classroom will have a computer cart where each student can get their own
device.
b. The teacher will have access to the Securely platform that allows teachers to
monitor screens during creation.
c. Smart boards will be provided so students can screencast their projects for
presentation and one-to-one teacher support.

Design Process (ISTE-E 6c)

During this project we will implement the Engineering Design Process. This process consists of
the following:
Ask/Define, Understand, Plan, Create, and Improve

ISTE Portfolio Question

1. How do you implement a recognized design-thinking process into your instruction?

Ask/Design Student will ask questions on how a story is impacted based on the
setting.
 How does the setting of a story impact its plot and characters?
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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022
Can you give an example of a story that would have a different
ending if its setting was changed?
Understand Demonstrating an understanding of how the change in setting influences
the character's actions and mood of the story requires students to think
critically and creatively.
Have students show their understanding of the assignment by
first during the following:
 Write a summary of the original story's conflict and explain how
the change in setting impacts the character's decision-making
process. They can describe the character's initial mood and how it
changes throughout the story due to the new setting.
Plan Using computational thinking students will plan to use an outline
showing change and what specifically impacted the change of the story.

By identifying the original setting and describing the character's initial

behavior, mood, and decision-making process students can introduce the
new setting and explain how it differs from the original setting. Students
should consider the impact of the new setting on the character's
behavior, mood, and decision-making process. By having students
analyze the changes in the character's behavior, mood, and decision-
making process because of the new setting they can use computational
thinking to develop an algorithm students can plan how the character
can resolve their conflict.
 For example: In the original story of The Three Little Pigs, the
setting is a forest, and the characters are afraid of the Big Bad
Wolf. By changing the setting to a place, the pigs are more
comfortable the story changes. The pigs may be more
comfortable in the market setting since it's more familiar to them.
Since the pigs feel more confident in the market, leading them to
make different decisions than they would have in the forest.
Creating an algorithm, the pigs can outsmart the Big Bad Wolf in
the new setting and set a trap for the wolf in the crowded
market.
Create The directions of the Scratch assignment are as follows:
1.Open Scratch and create a new project. Use the Paint Editor to
create sprites for the characters in the story. You can also use the
library of existing sprites to choose characters that closely resemble
the ones in your story.

2.Create a backdrop that represents the setting of your story. You

can use the Paint Editor or import images from the Scratch library.

3.You must include in your Scratch design a minimum of 2 minutes

long with a max of 5 minutes run time; 3 sprites and include 2 other
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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022
objects and characters/sprites must interact with the items; and
have a minimum of 2 changes in backdrops and 1 scene that plays
music.

After creation students will present using smart boards to display their
Scratch videos, while explaining the changes made and why the setting
impacted the outcome of the stories resolution.
Improve through After presenting, students will create a flip reflecting on how to improve
Reflection their Scratch based on the presentation of their peers. In the flip they
should include the following:
 Which scene would you change and why?
 What is your favorite scene in your Scratch and what makes it
your favorite?
 What would you like to use more in your next Scratch? How can
you improve your projects/assignments using Scratch?

Evidence of one or more computational artifacts (ISTE-E 6c)

Due to the timing of the assignment the outcome of this project is predicted based on
student engagement and effectiveness.

Focus on process, not product (ISTE-E 6c)

The plan section of the design process is what I think went well. With students being able to
collaborate with one another on their different story endings students can bounce ideas off each
other to create that outline of their projects.

The section that I feel we can improve will be the reflection section. Although students will have
guided questions students struggle with opening up and identifying how reflection can benefit
their design process. We would like to have more time to complete the Creative Computational
Project to give students the ability to make changes based on the reflection over the project.
Also, we would like for students to give peer feedback to give students a better understanding
of how they project was presented to the audience.
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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022

Failure (ISTE-E 6C)

A failure that I discovered is the time frame of the assignment. There is no make-up time for
students who are absent from class. Also, because this system is new to the students much time
was taken away from working time just to walk students through understanding and
developing a Scratch.

A suggestion to ease this failure is have a one-pager guide for students to keep at their desk
during development of their Scratch. Although there are helpful how-to videos, students tend to
lose their work trying to open a new tab using Scratch.

Computational Thinking (ISTE-E 6c)

Students can used abstraction to identify and focus on the key elements of the story they are
retelling with Scratch. To break the story down into smaller, more manageable parts. Is to
decompose the story. This would allow them to focus on specific elements of the story, such as
the characters or the conflict, and work on them one at a time.

By retelling the story using Scratch, students use pattern recognition to identify and incorporate
recurring themes or patterns in the story. They use these patterns to create visual and
interactive elements that reinforce the story's key themes. Using algorithms to create solution-
oriented outputs based on the different scenario inputs.

ISTE Portfolio Question

1. How do you provide opportunities for your learners to apply the components of
computational thinking?
a. Each student will start with the conflict of each story and add a change in the
setting element. Students must determine based on the problem shown what
solution will come from the change (if any) and prove that setting impacts the
character’s decision making.
b. Students can determine how the change in setting will impact the character's
decision-making process.
c. Student can develop an algorithm to solve the problem. They can use pattern
recognition to identify common themes or patterns in the story and
decomposition to break the problem down into smaller parts.

Nurturing Creativity (ISTE-E 6d)

Students were given a task to create an interactive story using Scratch where the setting
impacts the story's ending. This project foster creativity by encouraging students to choose a
setting that is different from the original story and use decomposition to break the story down
into smaller parts. Students then use pattern recognition to identify themes and patterns in the
story, abstraction to identify key elements, and algorithms to create specific resolutions.
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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022
Students collaborate with each other and share their work to nurture creativity by providing
Peer feedback that can help students gain new perspectives and insights that can trigger their
creativity. Giving the students the option to work in pairs or small groups gives them the ability
to come up with creative solutions to the problem of how the setting impacts a story’s ending.

With giving student choice to choose the story that they like they then develop a passion and
ownership of the story. This allows them to explore and investigate different ideas and
approaches, which can ignite their creativity and lead to innovative solutions.

Encouraging students to play and experiment with different ideas and approaches fosters
creativity. Using platforms like Scratch, students can experiment with different features and
functions that help them gain a better understanding of Scratch and inspire them to come up
with creative solutions to the problem the changing setting created.

ISTE Portfolio Questions

1. How do you demonstrate creativity and creative problem solving for your learners by
providing them opportunities to obtain feedback and showcase their final work?
a. With designing a new ending to a story that is familiar students show the use of
creativity using their imaginations and the used of real-world influences.
b. Feedback will be given through peer discussion asking these probing questions:
i. Does the new ending make the story better why or why not?
ii. If this was a real-life situation would this outcome be different? Yes, or
No and Explain.
An example will be provided from the story of the 3 little pigs:
I started with the conflict from the story of Little Red Riding Hood, where the
protagonist is tricked by the wolf and eaten. I will suggest changing the setting to a
crowded marketplace. I would show this using Scratch on how the market setting
impacts Little Red Riding Hood's decision-making process, as well as the behavior of the
wolf. Using computational thinking, I can develop an algorithm for how Little Red Riding
Hood could avoid being tricked by the wolf in this new setting.

2. What opportunities are you providing for your learners to express their own creativity?
a. Students will design their own ending of the stories based on the changes in
setting based on their personal experiences.
b. Even if every student used the same story the outcome would be different
because every student’s life experiences and connections are different.

3. How do your learners share their work with others?

a. Students will present their new stories in class to their peers.
b. Using a smart board students can screen cast their projects to their peers. Or,
c. Students can combine their Scratch project using a Google Slide collaborative
tool where students can view each other projects and add a voice reflection of
the impact of the setting to their assigned teammate.
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CCP – Final Report Template – Fall 2022 – Revised 08-09-2022
4. Do you provide opportunities for peer feedback?
a. The peer feedback will be given in class doing class discussions. Or,
b. Allow students to record Flips or voice reflection on the slide they are assigned
using Google Slides.
i. Include an additional slide for written reflections and feedback
underneath the slide they are observing.

5. Do you encourage this creativity using technology resources and/or tools?

a. I do encourage creativity using technology a tool and resource because it gives
students an outlet to express their ideas.
b. Scratch allows students to be creative by giving them a chance to view their
creative thoughts in person. Giving them a canvas to show how and why they
think in the manner that fits them.
i. Adding extra sprites, backdrops, and voice overs allows students to
vividly express their ideas giving them a way to retell a story they
created. Giving them choice, and accountability of their learning.

Final Thoughts
To better infuse creativity into the learning process of this project teachers can encourage open-
ended exploration by allowing students to experiment and explore different ideas by providing a
variety of resources allow them to come up with their own unique solutions. Providing
opportunities for reflection helps students develop their creative thinking skills.