Character Body

thingiverse

Sometimes when writing, you just need something to spark an idea. In this lesson, students will make something in their story come alive. After doing so, their article will become a part of the "spark box" for future writers. Printer Settings Printer Brand: MakerBot Printer: MakerBot Replicator (5th Generation) Rafts: Yes Supports: No Standards CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order. CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA-LITERACY.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Lesson Plan and Activity Day 1-2: Brainstorm and Map Story Day 3-6: Write story Day 7-8: Peer Edit/Teacher Edit Day 9-12: Final Draft adding Illustrations Day 13-16: Design artifact from Story/Present stories As students start to finish, probe for more details. If someone is waiting for a chance to conference to edit, they could be designing a character or item in their choice of 3D modeling program. For younger students, you could have them draw the item and then scan it with Makerbot Printshop. This will allow them to make their original drawing come alive (scale into 3D). After all students have presented their stories and shown their creations, their printed object should go into an "inspiration box." This inspiration box should be placed in the writing center to allow students who are stuck on an idea to come and select a piece of inspiration to write their own stories. At the end of the school year, students can take home their printed objects or leave them for the coming year. Possible Extensions: Instead of having students create their own story, ask students to not write a final ending. Then, display the story and artifacts. Allow other students in the class to continue the stories that their classmates began. They should be respectful of the ideas that are currently in the story and may not negate the ideas of the authors before them. This activity works particularly well if the first student starts the project in a composition notebook. This will then give the next student a place to follow and keep the story all in one place. Skills Learned ELA-LITERACY.W.3.3 ELA-LITERACY.W.3.3.A ELA-LITERACY.W.3.3.B ELA-LITERACY.W.3.3.C ELA-LITERACY.W.3.3.D ELA-LITERACY.W.3.4 ELA-LITERACY.W.3.5 ELA-LITERACY.W.3.6 Duration of Lesson 2-3 weeks Preparation Write a story and print an object from your story to use as an example. You can see in the pictures my example of the "monster in my closet". I have attached the base file, that after printed was then drawn on with sharpie and given hair (yarn).