1. Review and demonstration (2+ minutes):
Begin by asking coders to talk with a neighbor for 30 seconds about something they learned last time; assess for general understanding of the practices and concepts from the previous project.

Explain that today we have the option of creating a story or game with a superhero(ine). Display and demonstrate the sample project (or your own remixed version if you would prefer to make a simpler project).

Video: Project Preview (1:30)
Video: Lesson pacing (1:48)

This can include a full class demonstration or guided exploration in small groups or individually. For small group and individual explorations, you can use the videos and quick reference guides embedded within this lesson, and focus on facilitating 1-on-1 throughout the process.

Example review discussion questions:

• What’s something new you learned last time you coded?
  • Is there a new block or word you learned?
• What’s something you want to know more about?
• What’s something you could add or change to your previous project?
• What’s something that was easy/difficult about your previous project?

3. Create a storyboard (10-15+ minutes):
Walk through the process of creating a storyboard by asking the following questions, then giving coders time to document their answers through physical or digital means:

1. Are you creating a story or a game for your project?
2. What sprite(s) will you use as superhero(ines)?
   a. What kind of superpowers or technology will they have?
   b. Will they transform into their superhero(ine) costume or always be a superhero(ine)?
   i. If they are transforming, what will they look like normally? What will they look like when they are a superhero(ine)?
3. Who will the superhero(ines) try and save?
   a. What kind of danger are they in?
   b. If it’s another sprite, what kind of powers or technology will they use?
4. How might your superhero(ine) save the day?
   a. What algorithms can you create to do that?
5. Will users be able to interact with your superhero(ine) story or game?
   b. If so, what kind of code will you use?

When coders are ready, have them show you their storyboard and ask questions for clarification of their intent (which may change once they start coding and get more ideas). If approved, they may continue on to the next steps (logging in and creating their scenic walk); otherwise they can continue to think through and work on their storyboard.

Example superhero(ine) topics:

• Existing franchises
  • A project using sprites imported from outside of Scratch, or created within Scratch, using superhero(ines) from movies, games, comics, books, etc.
• Coder superhero(ines)
  • A project where you and your friends are superhero(ines).
• Everyday superhero(ine)
  • A project about a superhero(ine) in your life, school, or community.

Resource: Example storyboard templates
Resource: Storyboard questions for displaying

Note: Some coders do really well with open projects, while others thrive within constraints. It may make more sense to suggest a range of sprites and backdrops so coders aren’t overwhelmed with possibilities. This can also help with better predicting how long it might take to create the story.

Storyboarding Tip: Coders can color their storyboard (or mark with symbols) what they know, have questions about, and don’t know. For example: mark something green if coders know how to create the algorithm for that sprite/action; mark yellow if a coder has questions; mark red if a coder is unsure how to do something.

Suggestion: If coders need additional help, perhaps pair them with someone who might help them with the storyboarding process. Or, you could have coders meet with a peer to discuss their storyboard before asking to share it with yourself. This can be a great way to get academic feedback and ideas from a peer.

Note: Coders may change their mind midway through a project and wish to rethink through their original storyboard. This is part of the design process and it is encouraged they revise their storyboard to reflect their new ideas.

4. Remix the original project (1-5+ minutes):
If not yet comfortable with logging in, review how to log into Scratch and remix this project if the project uses Scratch Cat, otherwise coders can login and create their own.

If coders continue to have difficulty with logging in, you can create cards with a coder’s login information and store it in your desk. This will allow coders to access their account without displaying their login information to others.

Alternative login suggestion: Instead of logging in at the start of class, another approach is to wait until the end of class to log in so coders can immediately begin working on coding; however, coders may need a reminder to save before leaving or they will lose their work.

Why the variable length of time? It depends on comfort with login usernames/passwords and how often coders have signed into Scratch before. Although this process may take longer than desired at the beginning, coders will eventually be able to login within seconds rather than minutes.

What if some coders log in much faster than others? Set a timer for how long everyone has to log in to their account (e.g., 5 minutes). If anyone logs in faster than the time limit, they can open up previous projects and add to them. Your role during this time is to help out those who are having difficulty logging in. Once the timer goes off, everyone stops their process and prepares for the following chunk.

5. Code your superhero(ine) project (60+ minutes, the majority of at least two classes):
Give coders time to create their superhero(ine) story or game by applying their understandings from previous projects to this new project and encourage them to constantly refer back to their storyboard when they’re stuck on what they should do next. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Game Resources: If coders are creating a superhero(ine) game, the example project is complicated version of the “Make It Fly” game, which is a tutorial designed for coders grade 3 and up to work through the tutorial independently. Coders can access this tutorial by opening the tips section and clicking “Make It Fly;” in addition, a future lesson will include videos and guides on how to create the game in the example project. However, you can use Scratch Cards to introduce this project before the our future release.

Story Resources: If coders are creating their own superhero(ines), use the following resources to learn about the image editor tools and adding sprites outside of Scratch:
Story resource: Starter guide made by Scratch
Video: Image editor: Bitmap mode (5:15)
Video: Image editor: Vector mode (5:00)
Video: Create a transition scene (4:34)

• Quick reference guide: Click here
  • Video: Adding sprites outside of Scratch (2:13)
• Quick reference guide: Click here

Note: This can lead to a discussion on intellectual property rights and when you can and cannot use images created by other people. Click here for a blog post with resources on the topic, and click here for videos on the topic.

A note on using the “Coder Resources” with your class: Young coders may need a demonstration (and semi-frequent friendly reminders) for how to navigate a browser with multiple tabs. The reason why is because kids will have at least three tabs open while working on a project: 1) a tab for Scratch, 2) a tab for the Coder Resources walkthrough, and 3) a tab for the video/visual walkthrough for each step in the Coder Resources document. Demonstrate how to navigate between these three tabs and point out that coders will close the video/visual walkthrough once they complete that particular step of a project and open a new tab for the next step or extension. Although this may seem obvious for many adults, we recommend doing this demonstration the first time kids use the Coder Resources and as friendly reminders when needed.