Session 1 Teacher Script

Materials You’ll Need: Session 1 Slide Deck, Session 1 Warm-Up Game Cards, Session 1 What Is Creativity Reading, Session 1 Discussion Prompts, Session 1 Creativity Definition Worksheet, Session 1 Creativity Collage Activity Kit, Session 1 Creativity Journal Template

1. Welcome & Overview (2 minutes)

Teacher (smiling, hands open):
“Good morning, everyone! I’m so excited to start our Creative Sparks unit together. Over the next six sessions, we’ll play games, talk, read, draw, and make things—all to learn more about creativity and how each of you is creative in different ways.

“Today’s goal is simple: we’re going to discover what creativity means and see it all around us. Let’s jump right in!”

2. Warm-Up Game (5 minutes)

Teacher (holding up cards):
“I have these special cards called Warm-Up Game Cards. Each card shows an image or object that sparks creativity. I’m going to shuffle them and place them face down on our table.”

(Shuffle and spread cards.)

Teacher:
“Okay—one at a time, each of you will come up, pick a card, and tell us what you see and why you think it’s creative. There are no right or wrong answers—just say whatever comes to mind!”

(Invite a student to draw a card.)

Teacher (after student shares):
“Thank you, [Student Name]! I love how you noticed the colorful design and said it could inspire a new art project. Who’s next?”

(Continue until 4–5 students have shared or time is up.)

Teacher:
“Great job, everyone! I loved hearing so many different ideas in just a few moments. Let’s move on to build our definition of creativity.”

3. Define Creativity (10 minutes)

Teacher (click to Slide 3 on the Session 1 Slide Deck):
“Here’s a working definition of creativity: ‘Creativity is using your imagination to make something new, solve a problem, or share an idea.’”

Teacher (holds up reading):
“Now I’ll project our short reading called ‘What Is Creativity?’ Feel free to follow along.”

(Project or read aloud from Session 1 What Is Creativity Reading.)

Teacher (after reading):
“Which words or ideas in that reading popped out to you? I’ll write them here on the board.”

(Pause, call on volunteers.)

Teacher (after 4–5 responses):
“Thank you for sharing all those words—‘imagination,’ ‘new,’ ‘problem-solving,’ and ‘fun’ are fantastic ideas. These words will help us remember what creativity is as we go forward.”

4. Group Discussion (10 minutes)

Teacher:
“Now, let’s talk in small groups. Turn to two or three friends next to you. I’m passing out our Session 1 Discussion Prompts.”

(Hand out prompts and give groups to form.)

Teacher:
“In your groups, discuss these questions: 1) When have you used creativity? 2) Why is creativity important? 3) What surprises you about how people can be creative? Spend about seven minutes talking, and I’ll come around to listen.”

(After seven minutes.)

Teacher:
“Time’s up! Let’s hear one key insight from each group. Group 1, what did you talk about?”

(Invite each group to share briefly.)

Teacher:
“Wonderful ideas—thank you for listening and sharing!”

5. Worksheet Activity (10 minutes)

Teacher:
“Next, I’m handing out the Session 1 Creativity Definition Worksheet. On the top, write your own definition of creativity. Then, list three times you’ve used creativity in your life—maybe at home, at school, or while playing.”

(Distribute worksheets.)

Teacher (circulating):
“Remember, there are no wrong answers—this is about your ideas. If you need help thinking of examples, think about a time you solved a problem or made something from your imagination.”

(After about eight minutes.)

Teacher:
“Okay, let’s wrap up our worksheets. Great effort, everyone!”

6. Creative Collage Activity (7 minutes)

Teacher (showing supplies):
“Now for something colorful—our Creative Collage Activity! I have magazines, scissors, glue, and paper from our Session 1 Creativity Collage Activity Kit.”

Teacher:
“On your table, choose a few images, words, or colors that show what creativity means to you. Cut them out and glue them onto your paper. You have seven minutes—let’s be bold and expressive!”

(After seven minutes.)

Teacher:
“Time’s up! Who would like to place their collage on our creativity wall and tell us about it?”

(Invite 2–3 volunteers.)

Teacher:
“Those are amazing—thank you for sharing your vision of creativity!”

7. Reflection & Journal Assignment (3 minutes)

Teacher:
“To close, let’s name one new insight from today. I’ll start: I learned that creativity can be in solving a math problem, not just making art. Who has another insight?”

(Invite 2–3 students to share.)

Teacher:
“Great reflections! Finally, I’m handing out your Session 1 Creativity Journal Template. In your journal, write today’s date and one takeaway from today’s session. You’ll use this journal each time to capture ideas, questions, and inspirations.”

(Distribute journals.)

Teacher (closing):
“Thank you for an awesome first session! I can’t wait to see your creative ideas grow next time. Have a creative day!”

What Is Creativity?

Creativity is the power of your imagination. It’s when you think of something new or make something original. Creativity helps you solve problems in fun ways, tell a story, or share your ideas with the world.

When you draw a picture, write a poem, or build a tower of blocks, you are being creative. A scientist uses creativity to design experiments that answer big questions. A chef mixes flavors in new ways to make delicious meals. Even when you invent new rules for a game with friends, you are using creativity!

The best part of creativity is that there are no right or wrong answers. Every idea you have is special because it comes from you. As you go through this unit, notice how you use creativity every day—to solve a tricky puzzle, decorate a birthday card, or find a new way to play.

Let’s explore creativity together and discover all the amazing things your imagination can do!

Session 1 Discussion Prompts

In your small group, take turns answering the questions below. Listen closely to each other and add on to your friends’ ideas. Remember: there are no right or wrong answers—every idea matters!

1. When have you used creativity?
   • Think of a time at home, at school, or while playing.
   • How did you come up with your idea?

1. Why is creativity important?
   • Can you share one way creativity helps people solve problems?

1. What surprised you about how people can be creative?
   • Maybe you’ve seen creativity in a place you didn’t expect.

1. How can we practice creativity every day?
   • What is one small creative challenge you can try this week?

Tip for sharing: After each person speaks, others can say, “I like that idea because…” or ask a follow-up question to learn more.

Session 1 Creativity Definition Worksheet

Today you will write your own definition of creativity and think about times you’ve used your creativity. There are no right or wrong answers—use your imagination!

1. Your Definition of Creativity

In your own words, write what creativity means to you:

2. Personal Examples of Creativity

Think of three times when you used creativity in your life. For each example, describe what you did and why you think it was creative.

1. Example 1:
   
   
   
   
   
   
   
   
   
   
   
   
2. Example 2:
   
   
   
   
   
   
   
   
   
   
   
   
3. Example 3:
   
   
   
   
   
   
   
   
   
   
   
   

Tip: Be specific about what you made or solved and how your idea was unique. Have fun writing!

Session 1 Creativity Collage Activity Kit

Objective: Students will create a visual collage that represents their personal definition of creativity, using images, words, and colors that inspire them.

Materials

• Old magazines or printed images
• Safety scissors
• Glue sticks or glue
• Construction paper or cardstock (8½×11" or larger)
• Markers, crayons, or colored pencils
• Optional: stickers, colored paper scraps, washi tape, fabric pieces

Preparation (5 minutes)

• Arrange tables or workstations with a few magazines and at least one pair of scissors per pair of students.
• Place glue sticks, markers, and paper in the center of each table.
• Ensure each student has a blank sheet of construction paper or cardstock.
• Write today’s prompt (“Show your idea of creativity!”) on the board or chart paper.

Instructions (7 minutes)

1. Introduction (1 minute)
   • Explain: “You’ll make a collage that shows what creativity means to you. Choose pictures, words, and colors that speak to your imagination.”
   • Encourage students to think back to the definition we discussed earlier.
2. Select & Cut (2 minutes)
   • Students flip through magazines and tear or cut out images, words, and patterns that feel creative or inspiring.
   • Remind them to look for shapes, colors, and words that represent “new,” “imagination,” or “problem-solving.”
3. Arrange & Glue (3 minutes)
   • On your paper, lay out your cutouts before gluing.
   • When you’re happy with the arrangement, use glue to secure each piece.
   • Leave space for a title or short phrase if you’d like.
4. Add Final Touches (1 minute)
   • Use markers or stickers to add words, doodles, or frames around your collage.
   • Write one word that sums up your collage (e.g., “Imagination,” “Innovation,” “Fun”).
5. Share & Display
   • Invite 2–3 volunteers to place their collage on the classroom “Creativity Wall.”
   • Ask each volunteer to name one element they chose and why it represents creativity to them.

Reflection Prompt: How did choosing images help you think about creativity in new ways?
Tip for Differentiation: Provide pre-cut images for students who need fine‐motor support and offer sentence starters (e.g., “I chose this picture because…”) for those who need language support.

Session 1 Creativity Journal Template

Date: ______________________

Session Focus: Discovering Creativity

1. My Definition of Creativity Today

In your own words, write what creativity means to you after today’s session.

2. Something New I Learned

Describe one new idea or insight about creativity that stood out to you.

3. I Felt Creative When…

Write about a moment during today’s activities when you felt most creative.

4. My Creative Goal This Week

Choose one small creative challenge you want to try before our next session.

5. Draw a Creative Moment

Sketch or doodle a scene that shows you using creativity today.

Keep adding to your journal each session to track your growth as a creative thinker!

Session 2 Teacher Script

Materials You’ll Need: Session 2 Slide Deck, Session 2 Divergent Thinking Game Cards, Session 2 Brainstorming Methods Reading, Session 2 Mind-Mapping Worksheet, Session 2 Mind-Mapping Art Activity Kit, Session 2 Creativity Journal Template

1. Welcome & Overview (2 minutes)

Teacher (enthusiastic, hands open):
“Good morning, everyone! Welcome back to Creative Sparks. I loved seeing all your collages last time. Today, we’re going to learn how to burst out lots of ideas quickly—that’s called divergent thinking—and then organize those ideas in a fun, colorful way using mind maps. By the end of today’s session, you’ll be a brainstorming and mind-mapping pro!”

Teacher:
“Let’s get started with a fast-paced warm-up game.”

2. Divergent Thinking Warm-Up (5 minutes)

Teacher (holding game cards):
“Here are our Session 2 Divergent Thinking Game Cards. Each card has a simple object, like a paperclip or a spoon.”

(Shuffle and place cards face down.)

Teacher:
“One at a time, you’ll draw a card and have 30 seconds to name as many uses for that object as you can. Remember: wild ideas are welcome—there are no wrong answers!”

(Invite first volunteer. Start a timer for 30 seconds. Count out loud or display on board.)

Teacher (after time’s up):
“Great work! Who can share one of their most surprising ideas?”

(After sharing, invite 3–4 more students to play.)

Teacher:
“Fantastic thinking! Notice how we kept adding ideas without stopping to judge if they were silly. That’s divergent thinking in action.”

3. Define Brainstorming & Divergent Thinking (8 minutes)

Teacher (click to Slide 3 on the Session 2 Slide Deck):
“Here’s what brainstorming means: generating a lot of ideas quickly. And divergent thinking is exploring every possibility without filtering. Look at these three rules:”

Teacher (click to Slide 4):
“1. Quantity over quality—more ideas give you more to choose from.
2. Defer judgment—no idea is too weird.
3. Encourage wild ideas—the crazier, the better!
4. Build on others’ ideas—ask ‘What if we tried…?’”

Teacher (handing out reading):
“Now let’s read a short piece called ‘Brainstorming Methods’.”

(Read aloud from Session 2 Brainstorming Methods Reading, or project it.)

Teacher (after reading):
“What surprised you about brainstorming? I’ll write your thoughts on the board.”

(Pause, call on 3–4 volunteers. Record key words.)

Teacher:
“These ideas will guide us as we brainstorm in small groups next.”

4. Group Brainstorming Activity (10 minutes)

Teacher:
“Let’s form groups of 3–4. I’ll give each group a new Session 2 Divergent Thinking Game Card with an object you haven’t seen yet.”

(Hand out one card per group.)

Teacher:
“In your groups, brainstorm as many uses or problem-solving ideas for this object as you can in seven minutes. Follow our four brainstorming rules—and write everything down on your paper or chart.”

(After seven minutes.)

Teacher:
“Time’s up! Now choose your top three most creative ideas. We’ll hear one idea from each group.”

(Invite each group to share one idea briefly.)

Teacher:
“Awesome thinking—thank you for sharing!”

5. Mind-Mapping Worksheet (10 minutes)

Teacher:
“Now, take out your Session 2 Mind-Mapping Worksheet. Look at your group’s top three ideas and pick one to explore further.”

(Distribute worksheets.)

Teacher:
“Write your chosen idea in the center bubble. Then draw branches to show related sub-ideas, details, or ways to make it even better. Use colors and keywords—this map is all about connections!”

(Teacher circulates, offering praise and suggestions:
“Great branch! What else could connect here?” or “Try drawing a small doodle to show how that works.”)

Teacher:
“Okay, wrap up your worksheet mind map. Next, we’ll make it big and colorful.”

6. Mind-Mapping Art Activity (8 minutes)

Teacher (showing supplies):
“Let’s turn those worksheets into artwork! Using supplies from the Session 2 Mind-Mapping Art Activity Kit, recreate your mind map on a larger paper. Add images, symbols, and bold colors to make each branch pop.”

Teacher:
“You have eight minutes—be bold, be creative, and show the connections clearly.”

(After eight minutes.)

Teacher:
“Time’s up! Who’d like to share one branch of their artful mind map and explain why you chose those colors or images?”

(Invite 2–3 volunteers.)

Teacher:
“I love how you used that bright orange for your main branch—it really draws your eye!”

7. Reflection & Journal Assignment (4 minutes)

Teacher:
“To close, let’s reflect. What new skill did you learn today about brainstorming or mind mapping?”

(Invite 2 volunteers.)

Teacher:
“Now, I’m passing out your Session 2 Creativity Journal Template. Please write today’s date, one insight about divergent thinking or mind mapping, and set a small creative challenge for this week—like brainstorming ten uses for a different object at home.”

(Distribute journals.)

Teacher (smiling):
“Excellent work today, everyone! You’ve filled your brains with ideas and turned them into art. I can’t wait to see how you use these skills next time. Have a creative week!”

Brainstorming Methods

Brainstorming is a way to come up with lots of ideas quickly. When we brainstorm, we follow some simple rules to help our creativity:

1. Quantity Over Quality: Think of as many ideas as you can—big or small! The more ideas you have, the better chance you’ll find something amazing.
2. Defer Judgment: Don’t worry if an idea seems funny or weird. All ideas are welcome during brainstorming. You can decide later which ones to use.
3. Encourage Wild Ideas: Sometimes the craziest ideas lead to the best solutions. Imagine anything is possible—what would you try?
4. Build on Others’ Ideas: Listen to your friends and ask, “What if we did this?” Combining ideas can spark new inspirations.

Here’s how you do it:

• Choose a topic or object to think about.
• Set a timer for a short time (like 5 minutes).
• Write down every idea that pops into your head.
• Keep going—try not to stop or edit your thoughts.

After brainstorming, look over your ideas and pick the best ones to explore further. Remember—brainstorming is all about letting your imagination run free and having fun!

Session 2 Divergent Thinking Game Cards

Shuffle these cards face down. When it’s your turn, draw one card and in 30 seconds list as many creative uses for the object as you can. Remember: there are no wrong answers!

1. Paperclip
2. Spoon
3. Brick
4. Shoe
5. Rubber band
6. Toothbrush
7. Button
8. Newspaper
9. Cork
10. Fork
11. Cardboard box
12. Shoelace
13. Balloon
14. Drinking straw
15. Keys
16. Candle
17. CD or DVD
18. Hairbrush
19. Tin can
20. Pencil

Session 2 Mind-Mapping Worksheet

In this activity, you will take one of your group’s top ideas and turn it into a mind map. Use keywords, colors, and small drawings to show connections.

1. My Chosen Idea

Write the idea your group selected:

2. Draw Your Central Bubble

In the space below, draw a circle and write your main idea inside. Then draw at least four branches out from the circle.

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3. Label Your Branches

On each branch, write a sub-idea, detail, or way to make your idea even better.

Branch 1:

Branch 2:

Branch 3:

Branch 4:

(Add extra branches and labels if you have more ideas.)

4. Add Color & Symbols

Use markers or crayons to color your central bubble and branches. Draw small symbols or pictures that help explain each sub-idea.

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5. Reflection

What part of your mind map surprised you the most? Why?

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6. My Mind-Mapping Goal

How could you use mind mapping again this week—at home or in another class?

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Session 2 Mind-Mapping Art Activity Kit

Objective: Extend your worksheet mind map into a vibrant, visual piece of art to highlight connections and ignite creative expression.

Materials

• Large sheets of paper (11"×17" or similar)
• Markers, crayons, or colored pencils
• Washi tape, stickers, or decorative tape
• Stencils or stamps (optional)
• Ruler (for straight lines)
• Glue sticks (for adding cutouts)
• Optional: magazine cutouts, colored paper scraps, sparkles

Preparation (5 minutes)

• Place one large sheet of paper and a full set of coloring tools at each desk or workstation.
• Arrange decorative supplies (stickers, tape, stencils) in the center of each table.
• Ensure students have access to their completed Session 2 Mind-Mapping Worksheet.
• Write today’s prompt on the board: “Turn your brainstorm into art!”

Instructions (8 minutes)

1. Introduction (1 minute)
   • Explain: “Today we’ll bring your mind maps to life on big paper, using colors, symbols, and decorations to show how your ideas connect.”
   • Show a quick example or model on the board.
2. Transfer Your Mind Map (2 minutes)
   • Place your worksheet next to your large paper.
   • Lightly sketch the central bubble and main branches onto your large sheet using a pencil or light-colored marker.
3. Decorate & Enhance (4 minutes)
   • Go over your pencil sketch with bold markers or crayons. Use different colors for each branch.
   • Add symbols, small drawings, or stickers to illustrate each sub-idea (e.g., a lightbulb for “innovation,” a gear for “mechanics”).
   • Use washi tape or colored paper scraps to add texture or frames around key ideas.
4. Final Touches & Title (1 minute)
   • Write a title at the top that captures your central theme (e.g., “Super Uses for a Shoe,” “Amazing Inventions”).
   • Add any extra decorations—sparkles, stencils, or doodles—that make your map pop.
5. Share & Display
   • Invite 2–3 volunteers to tape or pin their artful mind maps on the classroom wall or board.
   • Each volunteer names one branch and explains why they chose its colors or symbols.

Reflection Prompt: How did turning your mind map into art help you see new connections in your idea?

Tip for Differentiation: Offer pre-drawn branch outlines for students who need fine-motor support. Provide word banks or picture icons to inspire symbol choices for emerging writers.

Session 2 Creativity Journal Template

Date: ______________________

Session 3 Teacher Script

Materials You’ll Need: Session 3 Slide Deck, Session 3 Story-Building Prompt Cards, Session 3 Story Elements Reading, Session 3 Story Planning Worksheet, Session 3 Creative Writing Activity Kit, Session 3 Creativity Journal Template

1. Welcome & Overview (2 minutes)

Teacher (smiling, hands open):
“Good morning, creative storytellers! Welcome to Session 3 of our Creative Sparks unit. Today we’ll dive into the building blocks of every great story—character, setting, conflict, and resolution—and then use those pieces to craft our own tales.

“By the end of our time together, you’ll have begun planning and writing the opening of a story that’s all your own. Let’s spark some imagination—let’s go!”

2. Story Element Match Game (5 minutes)

Teacher (spreading cards face down):
“Here are our Story-Building Prompt Cards: half show a story term (like ‘Conflict’) and half show examples (like ‘A dragon challenges the hero’). I’ll mix them up and lay them face down.”

(Students sit in a circle. Teacher shuffles and lays cards out.)

Teacher:
“One at a time, draw two cards. If you pick a matching pair—term plus its example—explain why they belong together and keep the pair. If not, show the cards, say what you think each one means, then return them face down. We’ll play for about five minutes.”

(Students take turns. Circulate and offer hints: “Does that example fit ‘Resolution’ or ‘Conflict’?”)

Teacher (after time’s up):
“Let’s review any cards still unmatched. Who can read an example and tell us which term it goes with?”

(Quickly sort remaining cards as a class.)

Teacher:
“Great work recognizing each element. Now let’s get clear definitions to guide our stories.”

3. Define Story Elements (8 minutes)

Teacher (click to Slide 3 on Session 3 Slide Deck):
“Story elements are parts every narrative needs. First up—Character.”

Teacher (points):
“Characters are who the story is about—people, animals, or even robots.”

(Click to Slide 4.)

Teacher:
“Next—Setting, the time and place your story happens.”

(Click to Slide 4 again for Conflict & Resolution.)

Teacher:
“Conflict is the problem or challenge your character faces. And Resolution is how that problem gets solved—or how the story ends.”

Teacher (handing out reading):
“I’m passing out our Session 3 Story Elements Reading. Read it quietly or we can read it together.”

(Allow 2–3 minutes for reading.)

Teacher:
“What makes a strong character? Turn and tell your partner, then share one idea with the class.”

(Invite 2–3 students to share.)

Teacher:
“Excellent! How can a setting make a story feel real or exciting?”

(Call on volunteers and record key words on board: “dark forest,” “future city,” etc.)

Teacher:
“These ideas will help you add detail and energy as you build your own stories.”

4. Collaborative Story Building (10 minutes)

Teacher:
“Now let’s brainstorm a story together. Get into groups of three or four. I’ll give each group three random Prompt Cards—one for character, one for setting, and one for conflict.”

(Hand out three cards per group.)

Teacher:
“Use all three cards to dream up a quick story. You have six minutes—include who your character is, where they are, and what challenge they face. Be as wild and imaginative as you like!”

(Students huddle and plan. Teacher circulates, saying: “I love that dragon chef idea—what does the dragon want to cook?”)

Teacher (after six minutes):
“Time’s up! One by one, each group has one minute to share your story summary, including all three elements. Group 1, you’re first!”

(Each group shares; teacher offers brief praise: “What a creative twist on ‘Conflict’!”)

Teacher:
“You all did a fantastic job blending your cards into fun story ideas. Next, we’ll turn these ideas into a plan.”

5. Story Planning Worksheet (8 minutes)

Teacher (distributing worksheets):
“Here’s the Session 3 Story Planning Worksheet. You can choose your group’s idea or invent a new one. Fill in each section: Main Character, Setting Description, Central Conflict, Key Events, and Resolution.”

Teacher:
“Add vivid details: What does the hero look like? What sounds or smells are in your setting? What makes the conflict tricky? I’ll walk around to help you add sensory words and specifics.”

(Teacher circulates: “Can you describe how the laboratory lights flicker? Great—write that down!”)

Teacher:
“Okay, let’s wrap up our plans. Get your main ideas and details recorded—soon we’ll start writing!”

6. Creative Writing Draft (10 minutes)

Teacher (showing writing kit):
“Now we begin the opening of your story. Use supplies from the Session 3 Creative Writing Activity Kit—lined paper, pencils, maybe colored pens for headings.”

Teacher:
“Start with a hook—perhaps a surprising action or descriptive scene. If you’re stuck, try: ‘Once upon a time in [your setting],…’ or write a line of dialogue: ‘“Watch out!” gasped the explorer.’ Focus on getting your ideas down; spelling and punctuation can come later.”

(Students write. Teacher circulates, offering prompts: “Can you show us the hero’s face? Add a sentence about how they feel.”)

Teacher (two minutes before end):
“I’ll give you two more minutes to finish this paragraph. Then we’ll share.”

7. Reflection & Journal (4 minutes)

Teacher (gather attention):
“You’ve begun something wonderful—let’s hear a sneak peek. Who would like to read one sentence they’re proud of?”

(Invite 2–3 volunteers.)

Teacher:
“Thank you for sharing your voice and style! Finally, take out your Session 3 Creativity Journal Template. Write today’s date, one new insight you learned about storytelling, and set a writing goal—maybe finish your draft, add dialogue, or add even more sensory details.”

(Students journal.)

Teacher (closing with enthusiasm):
“You all brought your stories to life today—great work! I can’t wait to read more in our next session. Keep your imaginations burning bright!”

Story Elements

Stories are built from four key parts that work together to bring your imagination to life. As you read, think about your favorite book or movie and see how these elements appear in every tale.

1. Character
The character is who the story is about. It can be a person, an animal, or even a magical creature.
• Example: A brave knight searching for a hidden treasure.

2. Setting
The setting is where and when the story takes place. It can be real or made-up, past or future.
• Example: A misty forest at dawn, filled with glowing fireflies.

3. Conflict
Conflict is the problem or challenge that the character must face. It creates excitement and drives the plot.
• Example: A wicked sorcerer has stolen the kingdom’s magic wand.

4. Resolution
Resolution is how the conflict is solved and how the story ends. It brings closure to the adventure.
• Example: The knight returns the wand, and peace is restored to the kingdom.

Every great story uses these elements to draw you in, make you care about the characters, and keep you turning the pages. As you work on your own stories, remember to give clear details for each part so your readers can imagine each scene vividly!

Session 3 Story-Building Prompt Cards

Shuffle these cards face down on a table. When it’s your turn, draw two cards: one story term card and one example card. If they match (the example clearly illustrates the term), explain why and keep the pair. Continue until time is up, then review any unmatched cards together.

Term Cards

1. Character
2. Setting
3. Conflict
4. Resolution

Example Cards

1. A shy inventor who builds flying machines.
2. An ancient forest bathed in moonlight.
3. A mischievous elf steals the town’s magical well.
4. The inventor repairs the well and brings water back to the town.

Session 3 Story Planning Worksheet

Use this worksheet to outline your short story before you start writing. Fill in each section with as much detail as you can—use sensory words and vivid descriptions!

1. My Story Title

What will you call your tale?

2. Main Character

Who is your story about? Describe their name, age, personality, and appearance.

3. Setting

Where and when does your story take place? Describe the place, time of day, weather, and any important details.

4. Central Conflict

What problem or challenge does your character face? Why is it difficult?

5. Key Events

List the most important events in your story in the order they happen. Include at least three steps.

(Optional: add more events below)

6. Resolution

How is the conflict solved? What happens at the end?

Tip: Use action words and sensory details (sight, sound, smell, touch) to bring each part of your story to life!

Session 3 Creative Writing Activity Kit

Objective: Provide students with materials, supports, and prompts to draft the opening of their short story, focusing on vivid descriptions, dialogue, and sensory details.

Materials (per student)

• Lined writing paper or notebook
• Pencil and eraser
• Colored pencils or markers (for headings or key phrases)
• Sticky notes (for jotting quick ideas or reminders)
• Optional: highlighter (to mark strong words), ruler (for neat headings)

Preparation (5 minutes)

1. Place a sheet of lined paper or notebook at each desk.
2. Ensure each student has a pencil, eraser, and access to colored pencils/markers.
3. Distribute 2–3 sticky notes per student.
4. Write these sentence-starter prompts on the board or a visible chart:
   • “Once upon a time in ____, …”
   • “Suddenly, ________________ shouted.”
   • “The air smelled of _______________ as _______________.”
   • “With a deep breath, _______________ decided to _______________.”
5. Remind students of their Session 3 Story Planning Worksheet notes.

Instructions (10 minutes)

1. Introduction (1 minute)
   • Explain: “Today you will write the first paragraph of your story. Use your planning notes and these prompts to begin.”
   • Encourage students to choose one sentence starter if they need a spark.
2. Drafting the Opening (6 minutes)
   • Students write a strong first sentence or short scene that introduces their main character and setting.
   • Encourage descriptive language: sights, sounds, smells, textures, and feelings.
   • Suggest adding dialogue or an action to hook the reader.
   • Use sticky notes to jot down any new ideas or words to add later.
3. Revising on the Go (2 minutes)
   • Invite students to read their opening sentence aloud quietly.
   • Encourage them to underline or highlight a vivid word or piece of dialogue they like.
   • If time allows, add one sensory detail or action verb to strengthen the imagery.
4. Wrap-Up (1 minute)
   • Ask students to place their sticky notes with quick ideas at the top of their page.
   • Remind them: “Next session, we’ll continue drafting and shaping our stories.”

Tip for Differentiation:

• Provide word banks with sensory adjectives (e.g., “crackling,” “fragrant,” “glistening”) for students who need vocabulary support.
• Offer a printed list of dialogue tags and punctuation examples for writers needing syntax guidance.

Session 3 Creativity Journal Template

Date: ________________________

Session Focus: Storytelling & Narrative Structure

1. My Favorite Moment

What was the most exciting or fun part of today’s story-building activities? Why?

2. New Insight About Stories

Write one new idea you learned about characters, settings, conflicts, or resolutions.

3. I Felt Creative When…

Describe a moment during planning or writing when you felt most imaginative.

4. My Story Goal

Choose one thing you want to work on next (e.g., finish your draft, add dialogue, add more details).

5. Draw Your Story

Sketch a quick scene showing your main character or the setting you created today.

Keep using your journal to track your growth as a storyteller!

Session 4 Teacher Script

Materials You’ll Need: Session 4 Slide Deck, Session 4 Design Challenge Cards, Session 4 Prototype Materials Kit, Session 4 Creativity Journal Template

1. Welcome & Overview (2 minutes)

Teacher (smiling, arms open):
“Good morning, Creative Sparks inventors! So far, we’ve defined creativity, brainstormed ideas, and even drafted our own stories. Today, we’re stepping into the shoes of designers and engineers. We’ll team up to solve fun challenges and build quick models—called prototypes—to show how our inventions work. Let’s spark some new ideas!”

2. Introduction to Design Challenges (5 minutes)

Teacher (click to Slide 2 on the Session 4 Slide Deck):
“First, let’s warm up with a lightning question: If you could add one cool feature to your backpack, what would it be? Talk with your neighbor for thirty seconds.”

(After 30 seconds.)

Teacher:
“Fantastic ideas—built-in snack holders, pop-up towers, glowing straps! Those wild thoughts are exactly what we need today. Now, I’m handing each group a Design Challenge Card. Each card describes a simple problem. Your mission is to brainstorm solutions and then build a prototype to show how it works.”

(Distribute Session 4 Design Challenge Cards — one per group.)

Teacher:
“Remember our brainstorming rules: quantity over quality, defer judgment, wild ideas encouraged, and build on each other’s thoughts. Ready? Let’s go!”

3. Ideation & Sketching (8 minutes)

Teacher:
“Groups of 3–4, gather around your challenge. Spend two minutes reading the card and discussing what the real problem is. Then, take six minutes to sketch as many solutions as you can on the paper in your kit. Quick lines, big ideas—don’t worry about perfect drawings!”

(Play upbeat timer music or count down. Circulate and prompt: “What if we used a spring? What if it folded?”)

Teacher (two minutes left):
“Keep those pencils moving—let’s get at least five sketches!”

(After eight minutes.)

Teacher:
“Great thinking! Now pick the one idea you want to build first.”

4. Prototype Building (15 minutes)

Teacher (showing supplies):
“Time to build! Use materials from our Session 4 Prototype Materials Kit—cardboard, tape, string, clay, and more. A prototype is a simple model that shows how your invention works. You have fifteen minutes. Remember to:

• Focus on the core feature that solves the problem.
• Keep it simple—this is a first draft.
• Work together and share the tools.”

(Play gentle music. Circulate to offer encouragement: “Nice mechanism—how does it move?” or “Can you test that lever?”)

(One minute before time’s up.)

Teacher:
“Wrap up your builds—get ready to share!”

5. Gallery Walk & Feedback (8 minutes)

Teacher:
“Fantastic prototypes, everyone! Let’s do a gallery walk. Each group, place your model on the design table and stick your name and challenge on a label. Then we’ll walk around, look closely, and leave one star (something we like) and one wish (one idea to make it even better) on sticky notes next to each prototype.”

(Invite students to circulate quietly for five minutes. Teacher models leaving a star and wish.)

Teacher (after walk):
“Let’s return to our seats with one new idea we learned from a friend’s design.”

(Invite 2–3 students to share.)

Teacher:
“Great observations—stars and wishes help us grow our inventions!”

6. Reflection & Journal Assignment (5 minutes)

Teacher:
“To close, let’s capture our insights. Take out your Session 4 Creativity Journal Template. In your journal:

1. Write today’s date.
2. Describe one thing you learned about prototyping.
3. Set a design goal for next time (for example: ‘Test my lever mechanism,’ or ‘Add color and labels to my model’).”

(Distribute journals and allow quiet writing.)

Teacher (closing):
“You all did an amazing job inventing and building today! Next session, we’ll test our prototypes and use feedback to make them even better. Have a creative day—and keep imagining!”

Session 4 Design Challenge Cards

Shuffle these cards face down. When it’s your group’s turn, draw one card and read the challenge aloud. Brainstorm solutions using our design process, then build a prototype that shows how your idea works.

1. Snack Carrier: Design a device that holds a snack bag securely and dispenses one piece at a time.

1. Portable Book Stand: Create a simple stand to hold a book open at a comfortable reading angle.

1. Spill-Proof Cup Holder: Invent a holder that keeps a cup upright and prevents spills when bumped.

1. Bridge Builder: Build a miniature bridge (span at least 10 cm) using only cardboard, tape, and string to support a small toy car.

1. Gravity-Powered Lift: Design a mechanism that can lift a small object (like a toy block) using weights or pulleys.

1. Weatherproof Shelter: Create a small shelter (for a toy figure) that keeps out pretend rain using paper, clay, and tape.

1. Stationery Organizer: Invent a desktop organizer that holds at least three types of tools (pencils, scissors, ruler) neatly.

1. Balloon Launcher: Design a simple launcher that can propel a lightweight ball at least 1 meter forward using rubber bands or levers.

Session 5 Teacher Script

Materials You’ll Need: Session 5 Slide Deck, Session 5 Testing & Feedback Forms, Session 5 Iteration Worksheet, Session 4 Prototype Materials Kit, Session 5 Creativity Journal Template

1. Welcome & Overview (2 minutes)

Teacher (smiling, arms open):
“Good morning, Creative Sparks inventors! Today is all about testing and iterating the prototypes you built last session. We’ll run tests, gather feedback, and make our designs even stronger.

“First, let’s look at our goal on Slide 1.”

(Click to Slide 1 on the Session 5 Slide Deck.)

Teacher:
“Over the next 45 minutes, you’ll:

1. Plan and demo a test for your prototype.
2. Test and record observations with your team.
3. Give and receive peer feedback.
4. Brainstorm improvements and rebuild your design.

“Let’s get started!”

2. Test Planning & Demo (5 minutes)

Teacher:
“Each group has a copy of the Session 5 Testing & Feedback Forms. These forms help us stay organized. You’ll record:
• Test Criteria: What you’re measuring.
• Observations: What happened.
• Stars: What worked well.
• Wishes: What could improve.

“Watch as I demonstrate.”

(Teacher models a test on Slide 3—e.g., tipping a spill-proof cup holder.)

Teacher (performing test):
“First, I set the cup in the holder and gently bump it. Then I watch if it stays upright.”

(Teacher fills out form aloud.)

Teacher:
“Observation: the cup held steady for three bumps. ⭐ Star: base is stable. 💭 Wish: add rubber grips to bottom to prevent sliding.

“Any questions about how to use the form?”

(Answer student questions.)

3. Prototype Testing (10 minutes)

Teacher:
“Now it’s your turn! In your groups, use your form to plan and run at least one test on your prototype.

“Decide on a simple test—like weight, stability, or ease of use—and record your results clearly.

“If time allows, rotate prototypes so you can test another group’s design.”

(Teacher circulates, reminding teams: “Record exactly what you see—no judgment, just facts.”)

(After 10 minutes, signal transition.)

Teacher:
“Great work testing. Let’s move on to gathering feedback from all your peers.”

4. Feedback Collection (10 minutes)

Teacher:
“Place your prototype and its Testing & Feedback Form on the table with your group name and challenge label visible.

“Then we’ll do a gallery walk. Walk around, examine each design, and on each form leave:
• One ⭐ (strength you notice)
• One 💭 (a suggestion to improve)

“Be constructive and specific. For example: ⭐ “Great lever action!” 💭 “Could the lever be longer to give more force?””

(Students circulate for five minutes. Teacher models leaving a star and wish.)

Teacher:
“Return to your group, gather your completed form, and let’s review the feedback.”

5. Iteration Brainstorm (8 minutes)

Teacher:
“Read through the stars and wishes with your team.

“Now take out the Session 5 Iteration Worksheet. Brainstorm three ways to improve your design based on the feedback.

“Write each idea in the table, then choose one or two to implement.”

(Teacher circulates: “Which wish will have the biggest impact? How might you test that change quickly?”)

(After eight minutes, prompt groups to wrap up.)

Teacher:
“Ready to rebuild? Let’s apply our top idea!”

6. Redesign & Rebuild (8 minutes)

Teacher:
“Use materials from the Session 4 Prototype Materials Kit to make your improvement. Focus on one core change so you can test it right away.

“Work together, share tools, and test small adjustments as you build.”

(Play soft timer music. Teacher offers support: “Nice! Does that rubber strip stop the sliding?”)

(One minute before time’s up.)

Teacher:
“Finish up your builds and get ready to share your improvement.”

7. Reflection & Journal (2 minutes)

Teacher:
“You’ve turned feedback into action—amazing work! Who would like to share one improvement they made and how it worked?”

(Invite 2–3 volunteers.)

Teacher:
“Finally, take out your Session 5 Creativity Journal Template. Write:

1. Today’s date
2. One insight about why iteration matters
3. A design goal for next time (e.g., add color coding, test a new material)

“Write quietly for a minute.”

(Students journal.)

Teacher (closing):
“Fantastic effort today! Remember, great designs are never finished—they grow with each test and each idea. See you next session for more creative sparks!”

Session 5 Testing & Feedback Form

Use this form to plan, record, and share feedback on each prototype. Be as precise and constructive as possible!

Prototype Details

Group Name: ________________________
Design Challenge: ________________________

1. Test Criteria

What specific feature or function are you testing?
(e.g., stability, dispensing one snack at a time, lifting weight)

2. Observations

What happened when you ran the test? Record exact details—numbers, motions, outcomes.

3. Stars (Strengths)

What worked well? List at least two things you liked about this prototype.

4. Wishes (Suggestions)

What could be improved? List at least two ideas to make this design even better.

Keep this form with the prototype so other groups can add their stars and wishes during the gallery walk!

Session 5 Iteration Worksheet

Use your peer feedback to brainstorm improvements and plan your redesign. Be specific and clear so you can test your changes effectively!

1. Feedback Summary

List two ⭐ strengths and two 💭 suggestions from your Testing & Feedback Form:

⭐ Strength 1: ________________________


⭐ Strength 2: ________________________


💭 Wish 1 (Suggestion): ________________________


💭 Wish 2 (Suggestion): ________________________

2. Brainstorm Improvements

For each suggestion above, write at least one idea to improve your design. Aim for three or more ideas in total.

1. ____________________________________________________________________
   
   

1. ____________________________________________________________________
   
   

1. ____________________________________________________________________
   
   

(Add more ideas if needed)

3. Select Top Improvements

Choose one or two ideas you will implement. Explain why these will have the biggest impact.

Idea A: ____________________________________________________________


Reason: ____________________________________________________________

Idea B (optional): _________________________________________________


Reason: ____________________________________________________________

4. Plan & Action Steps

Outline the steps your group will take to apply the selected improvement(s):

1. ____________________________________________________________
   
   
2. ____________________________________________________________
   
   
3. ____________________________________________________________
   
   
   (Add more steps if needed)

5. Test Criteria for Revised Prototype

Describe how you will test your improved design. What will you measure or observe? How will you know if your changes worked?

Tip: Make your criteria measurable so you can compare results before and after your changes.

Session 5 Creativity Journal Template

Date: ________________________

Session Focus: Prototype Testing & Iteration

1. Something New I Learned About Iteration

Reflect on one insight you gained today about testing and improving designs.

2. I Felt Creative When…

Describe a moment during testing or rebuilding when you felt most inventive.

3. My Design Improvement

What is the main change you made to your prototype? Why did you choose this improvement?

4. My Design Goal Next Time

Set a specific goal for your design in the next session (e.g., add a new feature, test another function).

5. Sketch a Prototype Change

Draw a quick sketch showing the improvement you made today.

Keep using your journal to capture your progress and creative breakthroughs!