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poulomi lesson plan 2 (2)

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poulomi ghosh
poulomi ghosh

The document outlines a lesson plan to teach students how to use the SCAMPER technique for brainstorming ideas and creative writing. The lesson involves demonstrating the SCAMPER method, having students practice applying it to modify a story using worksheets, and discussing their results. SCAMPER is an acronym for substitute, combine, adapt, modify, put to other uses, eliminate, and rearrange - techniques students can use to trigger new ideas by making changes to stories, characters, situations, or words. The goal is for students to learn how to redefine parts of a story and apply creative brainstorming skills.

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Submitted by POULOMI GHOSH Intake 11TH MARCH 2014 CW I401 Session title Scamper brainstorming Aim (SMART) To brainstorm ideas using scamper technique.
Learning objectives At the end of the lesson, students will be able to : Redefine a paragraph or a situation or word in a story using scamper. Apply scamper in their creative writing. Scamper can be used to modify an original story with group ideas. By the end of the session learners can redefine a paragraph or a situation or word in a story using scamper. By the end of the session learners can be authors and directors using scamper. Recommended Age Group PRIMARY 3 Duration (minutes) 60 min Number of students necessary Maximum: 30 Minimum: 25
poulomi lesson plan 2 (2)
Time (min) Activity Description Type of lesson Resources 5 Tuning-in Ground rules make learning happen: Participation Be responsive Share experiences Switch off your hand phone Respect others opinion In groups of 5 際際滷 1 15 minut es PPT slides 15 MIN Model -ing Demonstrat ion/ modeling Scamper is based on the notion that everything new is a modification of something that already exists. It is an acronym that represents a different way you can play with characters, situation, paragraphs or words of the story challenging you to trigger new ideas. Each letter in the acronym represents a different way you can play with the 際際滷s 2, 3, 4, 5, 6, 7 and 8
characteristics of what is challenging you to trigger new ideas: S = Substitute C = Combine A = Adapt M = Magnify P = Put to Other Uses E = Eliminate (or Minify) R = Rearrange (or Reverse) S (Substitute): "What can I substitute in my WRITING process?" C (Combine): "How can I combine WRITING with other activities?" A (Adapt): "What can I adapt or copy from someone elses WRITING process?" M (Magnify): "What can I magnify or put
more emphasis on when WRITING?" P (Put to Other Uses): "How can I put my WRITING to other uses?" E (Eliminate): "What can I eliminate or simplify in my WRITING process?"
S Substitute What or who can be used instead? What other ingredients, place, or time? Other material? Other Process? Other power? Other place? Other approach? Other sounds?
C Combine What materials, features, processes, people, products, or components can be combined? A Adapt Is there anything that can be changed? What else is like this? What could be copied? M Modify, Magnify, or Minify Can you change the meaning, colour,
motion, sound, Smell, form, or shape? Can you distort it? P Put to Other Uses Are there new ways to use or reuse it? Is there another market? E Eliminate Can you reduce time, effort, or cost? Can you remove part of it? R Rearrange Can you interchange components
or patterns? Can you change the pace or schedule? Can it be reversed? R (Rearrange): "How can I change, reorder or reverse the way I WRITE?" Example of scamper in creative writing The original story goes like this:
The Beautiful Little Butterfly Once upon a time, there was a beautiful butterfly with purple and yellow wings. Sadly, the butterfly was being held in a cage as a pet of a little girl. The butterfly loved the little girl but wished she had a butterfly family of her own. Then one day, the butterfly flew out of her cage and into the forest to look for her very own family.
After flying all day, the butterfly landed on a leaf and fell asleep. She dreamed of being with other butterflies, flying high above the treetops on a warm sunny day. When the butterfly awoke from her deep sleep, all her dreams came true! She was surrounded by the most beautiful butterflies she ever saw! The words in red, underlined, italicand bold are the words that are scampered
Scamper challenge Invent a new story of the beautiful butterfly Substitute The word beautiful with gorgeous Combine Combine little girl with twin sisters
Adapt Flew out of the cage with swing, where she often loved to swing, (instead of the cage only). Modify/magnify/mi nimize Forest to a garden of sweet smelling roses
Put to otheruse The butterfly dreamed a nightmare where she was gobbled up by the insects and birds Eliminate Eliminate the leaf she fell asleep on,
instead sleeps on a rose petal Reverse/ rearrange She was surrounded by birds to eat her up
15 MINS Practice/Ap plication Activity:1 Use scamper to modify the story of Cinderella: The class is divided into two groups where group A will do the substitute, combine,adapt while the group B shall do the modify, put to other use, eliminateand rearrange. So the first three letters of the acronym scamper is done by the group A and next 4 letters of the scamper acronym is done by the group B. Then the learners are distributed the 7 work sheets first 3worksheet is given to the group A, and the next 4 worksheets are given to the group B. The work sheet will contain the full story of 際際滷s 9,10,11,12,13,14 15, 16 and 17
Cinderellaand the learners have to change the words marked in red, underlinedand bold. They just have to write the answer to each worksheet, for example: For worksheet 1 The learners who do not know the story, will have to read the story understandthe underlinedword in red and bold and how they can substitute the word or phrase with otherwords. Next worksheets follows combine, adapt, modify,put to other use, eliminateand reverse. Cinderella:
Cinderella has a very happy life until her mother dies. Her father remarries and his new wife treats Cinderella very badly. This stepmother makes Cinderella work very hard but spoils her own two Daughters, Drizzle and Anastasia.
The Duke wants his son to marry and organizes a ball so the Prince can find a wife. The stepsisters go to the ball, but Cinderella cant as she doesnt have anything suitable to wear. The Fairy Godmother waves her magic wand and creates a beautiful dress and glass slippers, as well as a coach and horses. She warns Cinderella that the magic will disappear at midnight.
At the ball, Cinderelladances all evening with the Prince. She has to run away at midnight and leaves one of her glass slippers behind.
The Duke searches the land. In spite of the Stepsisters attempts to keep her away, Cinderella puts on the slipper and is recognized as the Princes true bride.
Worksheets are provided to the participants to try on the scamper technique: Now discuss and share the group work that the learners have done so that they can evaluate each others work. Model answers for using scamper to the story of Cinderella. substitute Crown or a head gear instead of glass slippers. combine 2 step sisters with a
ugly dwarf step brother adapt instead of duke wanting to marry his son, he wanted to choose the richest and well to-do girl for the prince
modify instead of nothing suitable to wear, Cinderellahad old torn used clothesto wear of her step sisters put to other use coach and horses change to jet airplane
that ran with words of magic eliminate without the father, Cinderellawas an orphan and became miserably sad after her fathers death reverse/role reversal the king was as cruel
and greedy as the step mother and did not accept Cinderella as his daughter-in-law 10 MINS Closure Nobody can accurately predict the future. It 際際滷 18
seems that the only way to navigate the uncertaintyof what is to come is to seize the opportunityof change. Hence, through the two core toolsi.e. a) constant learning and adaptationand b) Creativity and innovation, to create the future as we dream of it. In future posts, I will be discussing about specific toolsthat can be used to better organize learning, continuousimprovement and innovation. Below are some of my favorite quotations from visionaries contemplatingthe same concepts: The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler Peoplecan be divided into three groups:
Those who make things happen, thosewho watch things happen and those who wonder what happened. Anonymous The learners will come across many creative writing techniques by the end of the year example: Shared writing, mind mapping, 5 senses and using drama techniquesto add details like role on the wall and hot seat. Identify types of poems; compose poems and the journalistic six.
Learning Sheets (Appendix) www.youtube.com/watch?v=G8w0rJhztJ4 scamper www.ideaconnection.com/thinking-methods/scamper-00022.htmlscamper http://dictionary.reference.com/browse/scamper

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poulomi lesson plan 2 (2)

  • 1. Submitted by POULOMI GHOSH Intake 11TH MARCH 2014 CW I401 Session title Scamper brainstorming Aim (SMART) To brainstorm ideas using scamper technique.
  • 2. Learning objectives At the end of the lesson, students will be able to : Redefine a paragraph or a situation or word in a story using scamper. Apply scamper in their creative writing. Scamper can be used to modify an original story with group ideas. By the end of the session learners can redefine a paragraph or a situation or word in a story using scamper. By the end of the session learners can be authors and directors using scamper. Recommended Age Group PRIMARY 3 Duration (minutes) 60 min Number of students necessary Maximum: 30 Minimum: 25
  • 4. Time (min) Activity Description Type of lesson Resources 5 Tuning-in Ground rules make learning happen: Participation Be responsive Share experiences Switch off your hand phone Respect others opinion In groups of 5 際際滷 1 15 minut es PPT slides 15 MIN Model -ing Demonstrat ion/ modeling Scamper is based on the notion that everything new is a modification of something that already exists. It is an acronym that represents a different way you can play with characters, situation, paragraphs or words of the story challenging you to trigger new ideas. Each letter in the acronym represents a different way you can play with the 際際滷s 2, 3, 4, 5, 6, 7 and 8
  • 5. characteristics of what is challenging you to trigger new ideas: S = Substitute C = Combine A = Adapt M = Magnify P = Put to Other Uses E = Eliminate (or Minify) R = Rearrange (or Reverse) S (Substitute): "What can I substitute in my WRITING process?" C (Combine): "How can I combine WRITING with other activities?" A (Adapt): "What can I adapt or copy from someone elses WRITING process?" M (Magnify): "What can I magnify or put
  • 6. more emphasis on when WRITING?" P (Put to Other Uses): "How can I put my WRITING to other uses?" E (Eliminate): "What can I eliminate or simplify in my WRITING process?"
  • 7. S Substitute What or who can be used instead? What other ingredients, place, or time? Other material? Other Process? Other power? Other place? Other approach? Other sounds?
  • 8. C Combine What materials, features, processes, people, products, or components can be combined? A Adapt Is there anything that can be changed? What else is like this? What could be copied? M Modify, Magnify, or Minify Can you change the meaning, colour,
  • 9. motion, sound, Smell, form, or shape? Can you distort it? P Put to Other Uses Are there new ways to use or reuse it? Is there another market? E Eliminate Can you reduce time, effort, or cost? Can you remove part of it? R Rearrange Can you interchange components
  • 10. or patterns? Can you change the pace or schedule? Can it be reversed? R (Rearrange): "How can I change, reorder or reverse the way I WRITE?" Example of scamper in creative writing The original story goes like this:
  • 11. The Beautiful Little Butterfly Once upon a time, there was a beautiful butterfly with purple and yellow wings. Sadly, the butterfly was being held in a cage as a pet of a little girl. The butterfly loved the little girl but wished she had a butterfly family of her own. Then one day, the butterfly flew out of her cage and into the forest to look for her very own family.
  • 12. After flying all day, the butterfly landed on a leaf and fell asleep. She dreamed of being with other butterflies, flying high above the treetops on a warm sunny day. When the butterfly awoke from her deep sleep, all her dreams came true! She was surrounded by the most beautiful butterflies she ever saw! The words in red, underlined, italicand bold are the words that are scampered
  • 13. Scamper challenge Invent a new story of the beautiful butterfly Substitute The word beautiful with gorgeous Combine Combine little girl with twin sisters
  • 14. Adapt Flew out of the cage with swing, where she often loved to swing, (instead of the cage only). Modify/magnify/mi nimize Forest to a garden of sweet smelling roses
  • 15. Put to otheruse The butterfly dreamed a nightmare where she was gobbled up by the insects and birds Eliminate Eliminate the leaf she fell asleep on,
  • 16. instead sleeps on a rose petal Reverse/ rearrange She was surrounded by birds to eat her up
  • 17. 15 MINS Practice/Ap plication Activity:1 Use scamper to modify the story of Cinderella: The class is divided into two groups where group A will do the substitute, combine,adapt while the group B shall do the modify, put to other use, eliminateand rearrange. So the first three letters of the acronym scamper is done by the group A and next 4 letters of the scamper acronym is done by the group B. Then the learners are distributed the 7 work sheets first 3worksheet is given to the group A, and the next 4 worksheets are given to the group B. The work sheet will contain the full story of 際際滷s 9,10,11,12,13,14 15, 16 and 17
  • 18. Cinderellaand the learners have to change the words marked in red, underlinedand bold. They just have to write the answer to each worksheet, for example: For worksheet 1 The learners who do not know the story, will have to read the story understandthe underlinedword in red and bold and how they can substitute the word or phrase with otherwords. Next worksheets follows combine, adapt, modify,put to other use, eliminateand reverse. Cinderella:
  • 19. Cinderella has a very happy life until her mother dies. Her father remarries and his new wife treats Cinderella very badly. This stepmother makes Cinderella work very hard but spoils her own two Daughters, Drizzle and Anastasia.
  • 20. The Duke wants his son to marry and organizes a ball so the Prince can find a wife. The stepsisters go to the ball, but Cinderella cant as she doesnt have anything suitable to wear. The Fairy Godmother waves her magic wand and creates a beautiful dress and glass slippers, as well as a coach and horses. She warns Cinderella that the magic will disappear at midnight.
  • 21. At the ball, Cinderelladances all evening with the Prince. She has to run away at midnight and leaves one of her glass slippers behind.
  • 22. The Duke searches the land. In spite of the Stepsisters attempts to keep her away, Cinderella puts on the slipper and is recognized as the Princes true bride.
  • 23. Worksheets are provided to the participants to try on the scamper technique: Now discuss and share the group work that the learners have done so that they can evaluate each others work. Model answers for using scamper to the story of Cinderella. substitute Crown or a head gear instead of glass slippers. combine 2 step sisters with a
  • 24. ugly dwarf step brother adapt instead of duke wanting to marry his son, he wanted to choose the richest and well to-do girl for the prince
  • 25. modify instead of nothing suitable to wear, Cinderellahad old torn used clothesto wear of her step sisters put to other use coach and horses change to jet airplane
  • 26. that ran with words of magic eliminate without the father, Cinderellawas an orphan and became miserably sad after her fathers death reverse/role reversal the king was as cruel
  • 27. and greedy as the step mother and did not accept Cinderella as his daughter-in-law 10 MINS Closure Nobody can accurately predict the future. It 際際滷 18
  • 28. seems that the only way to navigate the uncertaintyof what is to come is to seize the opportunityof change. Hence, through the two core toolsi.e. a) constant learning and adaptationand b) Creativity and innovation, to create the future as we dream of it. In future posts, I will be discussing about specific toolsthat can be used to better organize learning, continuousimprovement and innovation. Below are some of my favorite quotations from visionaries contemplatingthe same concepts: The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler Peoplecan be divided into three groups:
  • 29. Those who make things happen, thosewho watch things happen and those who wonder what happened. Anonymous The learners will come across many creative writing techniques by the end of the year example: Shared writing, mind mapping, 5 senses and using drama techniquesto add details like role on the wall and hot seat. Identify types of poems; compose poems and the journalistic six.
  • 30. Learning Sheets (Appendix) www.youtube.com/watch?v=G8w0rJhztJ4 scamper www.ideaconnection.com/thinking-methods/scamper-00022.htmlscamper http://dictionary.reference.com/browse/scamper