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Birthday Card Project

In honour of Scratchs 10th birthday, May the Scratch Team has added a new tutorial to the site. Tutorials are a
series of pages students can use to complete a project. Tutorials are more complex than Scratch Cards and less
complex than Remixing projects.
The link to the Birthday Card tutorial is: https://scratch.mit.edu/projects/editor/?tip_bar=card

Here is the link to posted projects: https://scratch.mit.edu/studios/3959153/ Remember projects will be added all
the time so your screen will probably NOT look like this screen shot taken May 3rd am.
Possible Report Card Comments
No qualifiers included in these statements.

Grade 5 & 6 Writing


1. Developing and Organizing Content
Developing Ideas: 1.2 Name generates ideas about a potential topic and identifies those most appropriate for
the purpose of creating a Scratch project (for example her/his card).

Research: 1.3 Name uses multimedia resources such as Scratch and he/she uses the information gathered from
examining other Scratch projects as research to develop his/her project (for example, creating a Scratch card).

Grade 5 & 6 Media Literacy

2. Understanding Media Forms, Conventions, and Techniques

Form: 2.1 Name describes in detail the main elements of some media forms (e.g., Scratch Projects: cast of
sprites, description of background scenes, actions, flow, texts, and effects).

3. Creating Media Texts

Purpose and Audience: 3.1 Name describes in specific detail the topic, purpose, and audience for media texts
they plan to create, and identify challenges they may face in achieving their purpose (e.g., coding a Scratch
Project such as a card).

Conventions and Techniques: 3.3 Name identifies conventions and techniques appropriate to the form chosen
for a media text he/she plans to create, and explains how he/she will use the conventions and techniques to help
communicate his/her message (e.g., a project in Scratch).

Producing Media Texts: 3.4 Name produces a variety of media texts for specific purposes and audiences, using
appropriate forms, conventions, and techniques (e.g., a computer generated project in Scratch).

4. Reflecting on Media Literacy

Skills and Strategies Metacognition: 4.1 Name identifies what strategies he/she found most helpful in making
sense of and creating media texts (for example his/her Scratch Project), and explain how these and other
strategies can help him/her improve as a media viewer/listener/producer.
Media Literacy - 1. Understanding Media Texts
Responding to and Evaluating Texts: 1.3 Name evaluates the effectiveness of the presentation and treatment of
ideas, information, themes, opinions, issues, and/or experiences in media texts (e.g., evaluate other Scratch
projects as to the effectiveness with which themes are developed, supported, and illustrated).

2. Understanding Media Forms, Conventions, and Techniques

Form: 2.1 Name describes in detail the main elements of some media forms (e.g., Scratch Projects: cast of
sprites, description of background scenes, actions, flow, texts, and effects).
Grade 7 & 8 Media Literacy

1. Understanding Media Texts

Responding to and Evaluating Texts: 1.3 Name evaluates the effectiveness of the presentation and treatment of
ideas, information, themes, opinions, issues, and/or experiences in media texts (e.g., Scratch Projects).

2. Understanding Media Forms, Conventions, and Techniques

Form: 2.1 Name explains how individual elements of various media forms combine to create, reinforce, and/or
enhance meaning (e.g., explain how the elements such as colour, special effects and music are used in
combination to make the Scratch Project meaningful).

Conventions and Techniques: 2.2 Name identifies the conventions and techniques he/she used in a media forms
such as Scratch and explains how they help convey meaning and influence or engage the audience (e.g., block
choice, variables, backdrops, sprites, sounds, or music).