Brief Description

Students create a picture from a white paper with a random squiggle line. Once the picture is done, a fantasy story is created to go with that drawing.  Once the pictures and stories are complete, then the teacher will host them on their school website or find a site to publish them on.

Standards and Frameworks

Technology Standards

• 1T-E2. Demonstrate increasingly sophisticated operation of technology components.
• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating.
• 3T-E3. Publish and present information using technology tools.
• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom.

• W-E1. Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks.
• W-E2. Write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, setting, dialog, and themes and uses figurative language, descriptive words and phrases.

Academic

• Using a self-created drawing, students will write a creative story that will include all of the elements discussed in class such as characters, setting, plot, and conclusion.

• Using a scanner, students will scan their drawings in order to place graphics into a Microsoft Word document so that the image is saved as a JPEG file for easy access into the Word document.
• Using Microsoft Word, students will write their final draft of their creative story with less than 5 errors in formatting, spelling, and sentence formation.

Students will have a general knowledge of Microsoft Word. They should know how to use the basic functions such as spell check, font size and color, and how to insert pictures into a document.

Materials

Squiggle Drawing
Computers with Microsoft Word or word processing program.
Scanner to scan and save documents

Accommodations for Special Needs

REACH and higher-level students will be paired with a student who is not done and will help students with difficult concepts or the occasional, “How Do I….” questions. Sheltered English Immersion students will be paired up with other students in the class in order for them to watch and learn from the other students.  Those students will orally tell what they are doing to the SEI student to increase their awareness of the language. The special education students will write a few sentences explaining their picture rather than writing a full story.

Procedures

Day One:

• Teacher will hand out squiggle drawing.
• Teacher will explain how to complete the drawing.
• Students leave no blank spaces on their drawing.
• Students can move the paper any way in order for them to draw their picture.
• Color adds detail!
• Students will work on their squiggle drawing using great amounts of detail and overall neatness.
• Teacher will have students start to brainstorm what is happening in their drawing.
• Students will list different ideas that they have.

• Teacher will ask students what pieces of a story make it interesting and fun to read.
• Students will reply while the teacher writes down ideas.
• Teacher will share any ideas that are not shared from the performance objective under creative writing. Teacher will lead a discussion as to why these pieces are important as well.
• Teacher will then have students use their prewriting from the prior day and choose a topic to write about.
• Students will begin writing their story keeping in mind the elements of a creative story.

• Teacher will introduce the scanner. Teacher will explain how the scanner works using a sample picture.
• Teacher will tell students that they will be scanning their pictures for further use.
• In small groups, students will go back to the computer to scan their drawing and save to their file on the school server.
• While one group is at the computer, the other groups will be editing and revising their peer’s stories.  Teacher will hand out a checklist, which will have students look for the elements of a creative story.

• Students will go to the lab and open a new document in Microsoft Word.
• Students will insert their picture from their file on the server to their new document.
• Students will begin writing their final copies using Microsoft Word.
• Teacher may need to stop and conduct mini-lessons to refresh students’ knowledge of Word components.
• Once all students’ works are finished the teacher can then publish their work on the teacher’s personal webpage or find a place to submit them to.

Students will receive 100 points total.  72 of the points will be based on their use of the six traits of writing. Teacher will use the six traits rubric to determine a rating and double each rating to determine point values.  The remainder of the points will be determined based on their successful scan of their pictures into their document, the neatness and colorfulness of their drawing, and the use of Word to help them create a publishable document.