Code a Story: Interactive Literacy for Young Readers
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we use coding to create an interactive story that helps young readers understand and enjoy the story better?Essential Questions
Supporting questions that break down major concepts.- How can coding help us tell stories in new ways?
- What are the main events in the story, and how can we represent them with code?
- How can we use coding to make the story characters move and talk?
- How does technology help us understand stories better?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will learn basic coding concepts.
- Students will improve reading comprehension through interactive storytelling.
- Students will be able to create interactive elements using code.
- Students will understand how technology can enhance storytelling.
- Students will be able to identify and represent main events in a story using code.
- Students will learn to make characters move and talk using code.
- Students will learn Michigan Technology Standards
Entry Events
Events that will be used to introduce the project to studentsAuthor Visit & Tech Challenge
A local children’s author visits the class to share their newest book and discuss how they bring stories to life. The author then challenges the students to think about how technology could be used to make the story even more engaging, hinting at the possibilities of interactive narratives and coding. This inspires students to consider how they can use coding to create their own interactive stories.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Story Breakdown: Interactive Storyboard
Students will identify the main characters, settings, and plot points of the selected literacy book. They will storyboard the key scenes, planning which parts of the story can be made interactive.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed storyboard outlining the interactive elements for each key scene of the story, including character actions and dialogue.Alignment
How this activity aligns with the learning objectives & standardsISTE Standards: 1.5.a - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. Michigan Technology Standards: 3.CT.02 Use a variety of age-appropriate technologies and resources to create a solution to a problem.Code the Story: Interactive Elements
Students will use block-based coding to bring their storyboards to life. They will code characters to move, speak, and interact with each other based on the storyboarded scenes.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA coded interactive story using block-based coding, featuring character movements, dialogues, and interactive elements for at least three key scenes.Alignment
How this activity aligns with the learning objectives & standardsISTE Standards: 1.5.c - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. Michigan Technology Standards: 3.CT.03 Decompose a more complex problem into smaller, manageable sub-problems.Lights, Camera, Code!: Adding Audio & Visual Effects
Students will enhance their interactive stories with audio and visual effects to improve engagement. They will add background music, sound effects, and animations to make the story more captivating.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA final interactive story with added audio and visual effects, including background music, sound effects for character actions, and animated transitions between scenes.Alignment
How this activity aligns with the learning objectives & standardsISTE Standards: 1.6.b - Students create original works or responsibly repurpose or remix digital resources into new creations. Michigan Technology Standards: 3.D.01 Use digital tools to create and share information.Test & Refine: Feedback from Young Readers
Students will present their interactive stories to younger students (e.g., kindergarten or first grade) and gather feedback on the story’s engagement and comprehension. They will then refine their projects based on the feedback received.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA refined interactive story based on feedback from younger students, along with a reflection on the feedback process and improvements made.Alignment
How this activity aligns with the learning objectives & standardsISTE Standards: 1.6.d - Students publish or present content that customizes the message and medium for their intended audiences. Michigan Technology Standards: 3.IC.01 Practice positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioInteractive Storytelling with Code Rubric
Story Breakdown: Interactive Storyboard
Evaluates the planning and preparation involved in storyboarding the interactive elements.Storyboard Clarity and Completeness
Assesses the clarity and completeness of the storyboard, including the identification of key scenes, characters, and interactive elements.
Exemplary
4 PointsThe storyboard clearly and comprehensively outlines all key scenes, characters, and interactive elements, demonstrating exceptional planning and attention to detail. Each scene is well-defined, and interactive elements are thoughtfully integrated to enhance the story.
Proficient
3 PointsThe storyboard adequately outlines the key scenes, characters, and interactive elements. Most scenes are well-defined, and interactive elements are appropriately integrated to enhance the story.
Developing
2 PointsThe storyboard partially outlines the key scenes, characters, and interactive elements, but some details are missing or unclear. Interactive elements are present but may not be fully integrated or appropriate.
Beginning
1 PointsThe storyboard is incomplete or lacks clarity, with missing key scenes, poorly defined characters, and minimal interactive elements. Little to no planning is evident.
Code the Story: Interactive Elements
Evaluates the coding implementation and interactive design of the story.Functionality and Creativity of Coded Elements
Assesses the functionality and creativity of the coded interactive story, focusing on character movement, dialogue, and the incorporation of interactive elements.
Exemplary
4 PointsThe coded story functions flawlessly with innovative and creative interactive elements. Character movements and dialogues are exceptionally well-integrated, creating a highly engaging and immersive experience.
Proficient
3 PointsThe coded story functions effectively with appropriate interactive elements. Character movements and dialogues are well-integrated, creating an engaging experience.
Developing
2 PointsThe coded story has some functional interactive elements, but there are noticeable issues with character movements or dialogues. The interactive elements may be limited or not fully integrated.
Beginning
1 PointsThe coded story is largely non-functional, with significant issues in character movement, dialogue, or interactive elements. Minimal effort is evident.
Lights, Camera, Code!: Adding Audio & Visual Effects
Evaluates the integration of audio and visual elements to enhance the story's engagement and appeal.Effective Use of Audio & Visuals
Assesses the effective use of audio and visual effects to enhance the storytelling experience, focusing on mood setting, character actions, and scene transitions.
Exemplary
4 PointsAudio and visual effects are used masterfully to enhance the storytelling experience. Background music, sound effects, and animated transitions are exceptionally well-integrated, creating a captivating and immersive environment.
Proficient
3 PointsAudio and visual effects are used effectively to enhance the storytelling experience. Background music, sound effects, and animated transitions are appropriately integrated, creating an engaging environment.
Developing
2 PointsAudio and visual effects are included, but their impact on the storytelling experience is limited. Some elements may be distracting or not fully integrated.
Beginning
1 PointsAudio and visual effects are minimal or poorly implemented, detracting from the storytelling experience. Little to no effort is evident.
Test & Refine: Feedback from Young Readers
Evaluates the student's ability to incorporate feedback and reflect on their learning process.Quality of Refinements & Reflection
Assesses the quality of refinements made based on feedback, as well as the depth and insightfulness of the student's reflection on the process and improvements.
Exemplary
4 PointsThe interactive story is significantly refined based on feedback from younger students, demonstrating a deep understanding of their needs and preferences. The reflection is exceptionally insightful, showing a comprehensive grasp of the iterative design process and its impact on the final product.
Proficient
3 PointsThe interactive story is appropriately refined based on feedback from younger students. The reflection is thoughtful and provides a clear understanding of the improvements made.
Developing
2 PointsSome refinements are made to the interactive story based on feedback, but their impact is limited. The reflection is superficial and lacks depth.
Beginning
1 PointsMinimal or no refinements are made to the interactive story based on feedback. The reflection is incomplete or lacks understanding of the feedback process.