Final Project Report

Web address for the Final Project and Documentation page on your website
https://smkoportfoliodesign.weebly.com/

Part 1 | The Need

Learning Experience Description, Importance, and Aims

Description
The learning experience that I wish to focus on for my Final Project is Creative Writing. Creative writing
is the subject of fictional writing, but has grown to encompass multimedia elements including graphic
novels, television and movies (particularly scripts and visual/audio cues + storytelling), and even music.
More specifically, the learning experience will be broken down into a semester long creative writing class
which will explore traditional creative writing (poems, short stories, fictional books), visual/textual
creative writing (graphic novels and comics), and television/movies (focus on scripts and visual
storytelling).

Importance
Creative Writing is an important skill that provides students with multiple valuable skills. While students
receive an abundance of writing experiences related to persuasive, argumentative, informative essays, and
narrative essays, they have limited opportunities to create written pieces of fiction. The subject still
teaches the same analytical skills used in standard English classes to assess fictional work, but dives
deeper into the anthropologic, sociologic, and psychologic aspects of the texts and writing. Creative
Writing as a whole can address a considerable number of UDL guidelines, especially the guidelines under
the Engagement category in which almost all of the guidelines can be met due to the nature of the writing
assignments given to students.

Aims
The reason I have selected Creative Writing as my topic is because it is something that I would like to
teach someday. Whether at the high school or undergraduate level, I believe that the ability to analyze
creative works and write creatively helps students to improve their ability to express and communicate,
empathize with new experiences, and gain a better understanding of the value that creative writing plays
in modern society. And while I thoroughly enjoy that creative writing provides a high degree of autonomy
in choosing the stories that you write and the inspiration that stories are derived from, I also want to
provide students with practical skills that can translate into the workplace such as design & structure,
understanding your audience, diction, and more.
Learning or Instructional Context

This type of instruction could be provided in a variety of ways, but for the sake of this assignment, I’ll
choose in-person as it is highly likely that a class like this would be taught in person at either the high
school or undergraduate level. The learning, in its simplest terms, can be described as a cycle of
read/view material, analyze material, and create material utilizing the knowledge and insight gained from
reading and analyzing. Each cycle (Unit) will explore a focus of creative writing, starting with written
works first and progressing in the degree of multimedia influence as the class progresses (not on a linear
time line of when works were created). This way, as new multimedia elements are introduced in the
educational material so are the multimedia elements added to the assignments. While lectures,
discussions, and workshops will take place during class, the majority of the assignments will require
technology use and will take place individually online.

Learner Audience

The learner audience for this experience will range from grades 9-12 th. Learners will be expected to have
some degree of English education experience. Specifically, learners will need to have a foundational
understanding of sentence structure, basic understanding of the traditional narrative arc, and have the
ability to write/type. No other prior experience is required and it is expected that most students will have
minimal creative writing experience prior to the class.

Subject-Matter Focus/Content

The subject matter will vary depending on the grade level, but will focus on grade appropriate reading
level material and grade appropriate assignments. Assignments will adhere to the guidelines of the state
(the Common Core State Standards that are used in Washington State where I am from and received most
of my educational training).
Below are examples of the types of educational materials and assignments associated with the course:

High School
Reading/Viewing Material Assignment
Poems: Random assortment of older Writing a poem.
and modern poems of varying tones
and structures.
Short Stories: Random assortment of Writing a short story (1-2 pages)
older and modern short stories with a
narrative focus.
Comics: Batman, Calvin and Hobbs Writing/creating a comic strip
(the more comedic and less
philosophically intense comic strips)
Graphic Novel: Scott Pilgrim Vs. The Writing a brief analysis that compares and contrasts the
World presentation and structure of a graphic novel vs a comic or
written work.

Create a visual story using the Graphic Novel structure (2

pages min)
Movies and TV shows: Scott Pilgrim Writing an analysis that explores the effect and impact that the
Vs. The World, Batman the animated addition of audio and moving visual has on creative writing.
series (just a handful of episodes that
correspond with the comics that were
read)
 Part 2 | Desired Learning Outcomes & Assessment
Provide a detailed description of the measurable desired learning outcomes (e.g., what you'd like your
learners to know or do by the conclusion of the learning experience) and how you plan to assess their
learning of these desired learning outcomes. If there are specific guidelines (e.g., AASL guidelines) or
standards (e.g., Virginia SOLs) that you have in mind, include them here.

Desired Learning Outcomes Assessment of Learning

The following are desired learning outcomes The majority of the assessments for the language
based on the Common Core State Standard composition portion of the CCSS will be
(CCSS) for ELA in Washington state for 11-12 accomplished through using rubrics to grade
grade. written assignments based on a given (or approved
alternative from a student) prompt.
Below are the desired learning outcomes for
Language (L) comprehension: For class discussions, informal assessments for
language comprehension will be based on general
Demonstrate command of the conventions of
observations of students who participate.
standard English grammar and usage when writing
Additional support or altered assessments may be
or speaking (CCSS.L.1), demonstrate command of
provided to ESL students or students with an IEP
the conventions of standard English capitalization,
or disability.
punctuation, and spelling when writing
(CCSS.L.2), and demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings (CCSS.L.5)

The following are desired learning outcomes
based on the Common Core State Standard
(CCSS) for ELA in Washington state for 11-12th
grade.
Below are the desired learning outcomes for
Writing (W):
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences (CCSS.W.3), produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
The assessments for the writing portion will
consist of rubric based assessments for formal
assignments based on prompts.
Reflection papers will be pass/fail based on
completion of assignments and informal feedback
will be provided on the content of the paper.
Commentary may be added to the papers to
prompt questions or inquiries for the student to
further their understanding or improve their
writing.
purpose, and audience (CCSS.W.4), develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience
(CCSS.W.5), use technology, including the
Internet, to produce, publish, and update
individual or shared writing products in response
to ongoing feedback, including new arguments or
information (CCSS.W.6), and write routinely over
extended time frames (time for research,
reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks,
purposes, and audiences (CCSS.W.10).

Cite strong and thorough textual evidence to If students are reading the material as required,
support analysis of what the text says explicitly as then the assessments will consists of observation
well as inferences drawn from the text, including assessments based on participation in class
determining where the text leaves matters discussions and the content within their reflective
uncertain (CCSS.RL.1), determine two or more essays.
themes or central ideas of a text and analyze their
development over the course of the text, including Should it become clear that students are not
how they interact and build on one another to reading the material, small quizzes may be created
produce a complex account; provide an objective to evaluate reading completion and
summary of the text (CCSS.RL.2), analyze the comprehension of the material.
impact of the author’s choices regarding how to
develop and relate elements of a story or drama There will be a formative assessment at the end of
(CCSS.RL.3), determine the meaning of words
and phrases as they are used in the text, including each unit to test each students understanding of
figurative and connotative meanings; analyze the the key linguistic features or structures of each
impact of specific word choices on meaning and creative type of work within the unit.
tone, including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful (CCSS.RL.4), analyze how an author’s
choices concerning how to structure specific parts
of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact
(CCSS.RL.5), Analyze a case in which grasping
point of view requires distinguishing what is
directly stated in a text from what is really meant
(CCSS.RL.6), analyze multiple interpretations of a
story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry),
evaluating how each version interprets the source
text (CCSS.RL.7), demonstrate knowledge of
eighteenth-, nineteenth- and early-twentieth-
century foundational works of American
literature, including how two or more texts from
the same period treat similar themes or topics
(CCSS.RL.9), and by the end of grade 11-12, read
and comprehend literature, including stories,
dramas, and poems, in the grades 11-12–CCR text
complexity band proficiently, with scaffolding as
needed at the high end of the range
(CCSS.RL.10).
 Part 3 | Learning Experience Map | Activities, Sequencing & Strategies
Learning Experience Activities
(“What” learners will do during the learning
experience and “when”)
Class Discussion/Blog Posts
Narrative writing
Digital Design (comics/graphic novel)
Creating a Synopsis
Evidence-Based
Strategies & Guidelines
(“Why” you are creating that activity)
Class discussions/blog posts provide students with
opportunities to communicate with one another
and foster a community, engage students with
teacher guidance and use of prompts as needed,
and can identify key areas of understanding or
lack thereof in the class as a whole.
Narrative writing is type of writing that has been
utilized in education for years and asks students to
create a different kind of writing structure than
that of more informative based writing.
Digital design delves into the multimedia aspect of
creative writing and allows students to create
modern creative writing while teaching
technology skills and introducing the concept of
visual storytelling.
Synopsis writing is a very precise version of
writing that requires students to condense a lot of
material into a finite space. This is a valuable skill
that is taught often in literature and science
classes. This will translate to Creative Writing by
allowing students to demonstrate that they can
present a synopsis that is concise, accurate, and is
still capable of including creative language or
elements.
 Part 4 | Technology Selection

Technology 1 Technology 2 Technology 3

Name of Technology & Canva Kami Weebly

Link (if available) (www.canva.com) (www.kamiapp.com) (www.weebly.com)

Learning Experience Written Design Written activities Place to collect and post
activities the activities (comic strip, (Poems, short stories, materials via a blog.
technology will help to graphic novel/visual script) Will also serve as a
support or facilitate storytelling) means for students to
(Pull from above) provide feedback to one
another.

Describe how the Canva provide students Kami provides students Students will go to one
affordances of the with various templates with a means to receive another’s sites and
technology will help to create comic strips real time feedback from provide comments on
support or facilitate and graphic novel / the teacher and to ask the blog posts as
your planned activities visual stories. This questions, highlight requested to provide
described above alleviates the need to areas where help is feedback.
teach the design needed, and more.
elements so that
students can focus on
the written portion.
 Part 5 | Evaluation Plan
The general aims I am striving to achieve with my Creative Writing class are to provide students with
practical skills that can translate into the workplace such as design & structure, understanding your
audience, diction, and more. In order to achieve these aims, I will need to evaluate several aspects of
the Creative Writing class. Using the form from Alessi & Trollip, S. (2001), I’ve decided that the aims of
my evaluation plan are:

Evaluation of how well the technology (Canva, Kami, and Weebly) aligns with the pedagogy used for
Creative Writing

Evaluation of the technology (Canva, Kami, and Weebly) interface usability/degree of difficulty

Evaluation of effectiveness of multimedia (Visual, Video, and audio) use in Creative Writing

Evaluation of the impact of technology integration on student engagement in Creative Writing

Evaluation of content material selected for Creative Writing

Evaluations Use:

The results of the evaluations will be used to inform me on how well my technology aligns with the
TPACK framework and if there are ways to improve the alignment, if there are any areas of concern or
weaknesses in the technology interface as well as the range of degree of difficulty, ways to improve the
use of multimedia elements in Creative Writing, and ways to improve student engagement.

Formative Evaluation Methods:

I plan to use the classic formative structure which consists of the 4 basic formative evaluation methods
that are completed in a specific order. The first two can be conducted in either order, but expert review
evaluation and one-on-one evaluations need to be conducted back to back. Then after assessing the
information gathered from the first two evaluations, a small group evaluation is conducted. Lastly, after
some final refinement, a field test is conducted. (Tessmer, 1993) The reason for using all 4 of these
formative evaluations is to account for and provide information on the various levels of effectiveness.
I.e. at the instructor level (expert review evaluation), individual use (one-on-one evaluation), small
group projects (small group evaluations), and lastly an entire classroom setting (field test).

Evaluation Logistics:

Expert review will take place during the “off-season” of the school year, allowing for ample time for a
colleague to evaluate the technology, pedagogy, and how the two will interact together.

One-on-one evaluation will take place during the "off-season" as well. This one is a bit more difficult as it
would be easier to use with a colleague, but it would be ideal if I could get one-on-one feedback from a
student within the age group I’m working with.
After assessing the information gathered during the previous two evaluations, I would make any
adjustments as needed before implementing it in a small group setting.

Small group evaluation will be conducted by using the technology as a one-off session for a lesson or
activity. Depending on the total size of the class, there will be 3-5 small groups ranging from 2-5
students and the information gathered will help to inform the degree of difficulty of the interface and
the engagement of the students.

Lastly, I would have a colleague look at my evaluations and revisions to get a second opinion on my work
before I move into the field test.

For the field test, I would implement it for an extended period of time, likely the length of a unit at first,
and then extend the length of use each year or semester (depending on how frequently the class occurs.
I.e. each semester or just one semester a year). Until I am eventually able to successfully implement a
field test for the entire duration of the curriculum for the Creative Writing class.

Evaluation Criteria and Data:

Self-Evaluation/Peer Evaluation – The expert review will consist of a self-evaluation and peer-
evaluation (colleague) of the technologies alignment with TPACK and their affordances.

Evaluation of Canva: https://www.jotform.com/form/233187047731154

Evaluation of Kami: https://form.jotform.com/233197331514150

Evaluation of Weebly: https://form.jotform.com/233197849254165

Think Aloud (Tessmer, 1994) – During the one-to-one evaluation and small group evaluations, the think
aloud evaluation will be used to better understand how students are making design choices, what
aspects of the technology they are using most, and any frustrations or confusions that they have run
into.

Rubric – A rubric will be created and implemented after compiling the information gathered from the
expert review, one-on-one, and small group evaluations. The rubric will reflect the finding of the
evaluations and will measure a student’s ability to use the technology as it relates to the Common Core
State Standards (CCSS) as well as the content created via the technology.

Rubric for Narrative Writing

Rubric for Comic Strip

Rubric for Graphic Novel

Rubric for Website Portfolio

Computer Interviewing – At the end of each unit or semester, an extra credit survey will be offered to
students who are willing to provide feedback related to their experiences with the technology used in
the class and the material used. The survey will be distributed via the Learning Management System
(LMS) that the students are using or via student email if an LMS is not used. The survey will as students
to rate various aspects of the technology including usability, relevance, and impact that it had on their
learning. Students will also be given a free response area where they can comment after each question
to provide more context. In addition, several questions will ask students to rate the relevance and
impact of the content of the class (i.e. the books, poems, graphic novel, etc.)

Course Technology Use Evaluation: https://form.jotform.com/233416544465155

 Part 6 | Project Deliverables Timeline

Hours to
Task Due Date Complete Task

Create examples for the activities using for Kami, Weebly, November 10 8 hours
and Canva.

Evaluation of Kami, Weebly, and Canva. Specifically, the November 17 18 hours

self/expert and one-to-one evaluations.

Creation of Rubric, end of course survey evaluation, and November 24 16 hours

instructional videos for the activities using Screencast for
Kami, Weebly, and Canva

Finish instructional videos for any remaining activities and December 6 8 hours
implement the small group evaluation + survey.

Total Estimated Hours to Complete Project (minimum 40 hours) 50+ hours