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

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 other’s opinion

In groups

of 5

Slide 1

15

minutes

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

Slides 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 else’s 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, italic and

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 other use 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, eliminate and 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

Slides

9,10,11,12,13,14

15, 16 and 17

Cinderella and the learners have to change the

words marked in red, underlined and 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 understand the

underlined word in red and bold and how

they can substitute the word or phrase with other words.

Next worksheets follows combine, adapt,

modify, put to other use, eliminate and 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

can’t as she doesn’t 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, Cinderella dances 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 Prince’s 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 other’s 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,

Cinderella had old torn

used clothes to 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,

Cinderella was an orphan and became

miserably sad after

her father’s 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 Slide 18

seems that the only way to navigate the

uncertainty of what is to come is to seize the

opportunity of change.

Hence, through the two core tools i.e.

a) constant learning and adaptation and

b) Creativity and innovation, to create the future as we dream of it.

In future posts, I will be discussing about

specific tools that can be used to better organize learning, continuous improvement

and innovation.

Below are some of my favorite quotations from visionaries contemplating the 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

“People can be divided into three groups:

Those who make things happen, those who

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 techniques to 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