(Note: This is a Slice of Life, facilitated by Two Writing Teachers. Slice of Life is a weekly writing activity. You write, too.)
It’s not that I didn’t have plenty of shoveling to do yesterday. I did. I did. But a snow day yesterday also gave me time to play around with an app that I had put on my iPad the other day, thanks to Paul Hamilton. Adventure Creator is a “make your own adventure” interactive fiction maker and I am still working to figure it out (Paul helped with a short video tutorial).
I’ve worked with Twine (which is free) and played around with some other “make your own adventure” — or interactive fiction — creators, such as Inklewriter. This Adventure Creator app seems intriguing, although it costs almost 4 bucks so I am not sure it is reasonable for an entire classroom.
Still, I dove in, played around and began making an interactive story about Rhizomatic Learning, as I gear up for the upcoming Rhizo15 online gathering that is slated to begin in March (I think). My idea is to create an interactive story, exploring a bit of rhizomatic thinking. Mostly, I hope it helps me better understand the concept. Even a year after Rhizo14, and the continued connections all year, I am still a bit fuzzy on this kind of interlacing and inter-tangent thinking of learning practices, although I know enough about it to know there is something there.
Adventure Creator allows you to build out a story, and I think you can add objects, but I have a lot to learn and am grateful for Paul’s video guidance, and now I need to dig into the app and find tutorials. Constructing a text-style ‘make your own adventure’ story requires planning and thinking but I think it could be cool.
Peace (on the map),
Last year, I introduced a whole new genre of novels: the Make Your Own Ending (or Interactive Fiction) concept. I now have a box full of those books where you come to a page as the reader/character, are faced with a decision, make a choice, and move on through a certain branch of the story. The students LOVE these books and many have not ever encountered them before (which seems odd to me, but there was a time when the publishers stopped publishing, and that seems to now have been reversed).
The key is not just the reading, but the writing of these stories. Yesterday, I brought two of my classes into the freeware called Twine, which allows you to construct and build interactive fiction stories. They are now working on an archeological-themed project called “The Mystery of the Ruins” in which they will be writing and publishing their own stories.
Here is a story map from last year, in Twine (read the story, too):
There was so much laughter and discovery yesterday as I told them “to play” with the software and not worry about the project. Just go on and make something. Make a story, build branches and see what works and what doesn’t work. Ask questions.
We don’t do this enough — give time to play with technology — but it remains a very crucial element in my classroom, and now, as we gear our way forward later week to actually writing the real story, they will have some understanding of the strengths and weaknesses of Twine. They will have some ownership of the process, and not be quite as hemmed in.
Or so I hope.
Peace (in the classroom),
I’ve been trying to stretch the ideas of “walking my world” with different media, as part of the #walkmyworld project, mostly in hopes that others in the venture (connected through Twitter, mostly, and through Ian and Greg’s posts) might also move beyond the sharing of images and into the sharing of ideas with poetry, writing and other forms of media.
Here’s another way. I am diving back into Interactive Fiction, mostly because in the coming weeks or so, I will having my students reading and making interactive texts. We use a free program called Twine, and so yesterday, I went into Twine to craft this text about walking our worlds. I then host the stories in Google Drive. The image above is the story map that is created: notice all the connections and the nodes of story. The challenge is to make it all connect in a meaningful way.
There are also two design choices in Twine. I chose one in which the story unfolds on a single page, but I am uncertain if the other choice — where each link brings you to an individual page — might be better. It’s something I am still mulling over. I might share out the other version some other day.
Head to the story itself and play around with it.
Notice how I tried to use small poems as part of the overall story, and make the choices along lines of thinking. Or at least, that’s what I was trying to do. Come walk the world.
Peace (in the IF),
I had a student who decided to use our Interactive Fiction writing as a way to meet the goals of a science project around the structure of cells. She crafted this story, working on it for three weeks, and then shared it out last week as part of a Cell Walk. A lot of students did other kinds of projects (mostly food related) but I was proud of her for working so hard, being engaged, and then sharing her story out during a public showing of projects with students and family members.
Read The Battle of the Blood by Hannah
You can also check out the other Interactive Fiction pieces my sixth graders wrote at our website.
Visit the Norris School Interactive Fiction Website
Peace (in the story),
This is another Interactive Fiction story that a student kept working on long after the deadline. I didn’t care. She was really into the development of the story, and it shows.
Read The Theft by Rebecca.
Peace (in the sharing),
Here’s yet another student-created Interactive Fiction piece, using Twine. I’ve been sharing out some student work as I pull together stories for a class website. I invite you to see all the work we have done (and I have been doing) around Interactive Fiction (from reading to writing and creating).
Read The Big Fall by Colin
Peace (in the arcs),
I’m slowing sharing out a collection of student-created Interactive Fiction pieces, which I am compiling into a website resource, too. Here, a team of two students really got into the narrative choices as they worked with the software, Twine, to map out and create their story: Exploring Brankav (I believe the name is a play on elements of their names).
Read Exploring Brankav by Brooke and Audrey.
You can also read the story I posted the other day — The Temple of Selaina by Sarah.
Peace (in the branches),
I am pulling together a collection of student stories that were created as part of our Interactive Fiction unit, in which my sixth grade students first read and reflected on the use of “choose your own ending” style of stories (we were lucky enough to have some funds to purchase some class sets of the books) and then worked with the software, Twine, to write and build their own stories. I am in the process of building a website in our new Google Apps for Education space to publish and share a collection of student stories, and I am now considering ways to adapt what we did with Twine for when I do Interactive Fiction with my next two classes in a few weeks. (I might use Inklewriter, the online writing space.)
First up, though, is a wonderful story by Sarah called The Temple of Selaina. Sarah is one my stronger readers, and she really seemed to “get it” when it came to reading and writing these stories with many branches. In fact, she followed every single ending in the books that she read, and came in each day, talking about what had happened to “her” in the stories (usually, something bad, given the way those books are written.)
The image above is a screenshot of the main interface of Twine, showing where stories branch off and how they become a tree of ideas. I really love that aspect of Twine — it gives a very visual map to the stories as students are writing.
Read The Temple of Selaina by Sarah C.
Peace (in the sharing),
As I have written, I have two classes of students finishing up the writing of an Interactive Fiction project right now, using the software Twine to build and publish stories with multiple arcs. Before they started writing, I had them conceptualize their story ideas in the form of a story map. Here are two of them (we modeled this strategy earlier by having them map out one of the Choose Your Own Adventure novels they were reading.)
Peace (in the branches)
My sixth grade students are working to finish up an experimental writing unit around Interactive Fiction, using Twine to create Choose Your Own Ending stories. It’s been interesting to watch because the critical thinking skills necessary for planning and writing these stories is fairly complex. They are also learning a new software (Twine) and yesterday, I taught them a bit about using html code to add an image to their stories, if they want to do that.
I am hoping that most (all?) will be done by the end of today. We’ll see. I am hosting the files in my Google Docs, using the shortcut that I had found that allows you to host and share html (webpages) from within folders on Google Drive.
Here is one story that a student finished up yesterday. She seems to have “gotten” the concept of branching story paths.
Read Time by Karen J.
Peace (in the choices),