Bring Yourself Into Scratch: Sharing Identity, Voice & Creativity

A new school year or learning cycle is an opportunity to get to know classmates and build community based on shared
values. At Scratch, we have a strong focus on building community, kindness, and respect through our Community Guidelines,
as well as connecting learners with each other and with educators in meaningful ways.

This lesson presents multiple pathways for students to share their identity, voice, and creativity through development of a
unique asset (a “sprite” in Scratch) that is meaningful to them. Using a combination of written and verbal reflection, digital
design, and classroom discourse, learners will practice communication, coding, presentation, and feedback skills that provide
an important base for establishing a positive learning community.

Audience: Classroom Teachers, Instructional Technology Objectives (Learners Will):

Specialists, Library Media Specialists, Informal Learning ● Identify unique attributes of their personal and cultural
Environments identities
● Create an original character, called a “sprite” in Scratch,
to represent aspects of their identity
Time: Approx 3 hours total
● Design an animated narrative or interactive collage by
● Part 1: About Me Brainstorm - 50 minutes
adding code to their original sprite
● Part 2: Communicating with Code - 50 minutes
● Reflect on their sprite design and creative process with
● Part 3: Reflect and Share - 30 to 50 minutes
peers
● Communicate and share their interactive projects with
Resources for Learners: their learning community
● About Me Brainstorming (Worksheet)
See page 8 for aligned standards.
● Create a Sprite with the Scratch Paint Editor (Video
Tutorial and Written Guide)
● Bring Yourself In Lesson Coding Cards

Additional resources provided throughout the guide.

Created by the Scratch Foundation (scratchfoundation.org) 1

Part 1: About Me Brainstorm

Brainstorm (10 minutes)

Ask learners to think about what they want to share about their
identity: a favorite activity, important food, family pet, key item
of dress, beloved book character…anything that speaks to their
unique background, culture, or personality. Use the following
brainstorming sheet to spark ideas. Learners are encouraged to
write and draw their answers.

Resources:
● About Me Brainstorming (Worksheet)
● Bring Yourself In Lesson Coding Cards (Student-Facing
Cards) - printable cards to follow along with the lesson

Design Your Sprite (35 minutes)

Now, it is time to pick one idea and design a Scratch sprite to

represent it. A “sprite” in Scratch is an object or character that
can be programmed to perform actions.

Learners will use the Scratch paint editor tools to create at least
one original sprite based on their brainstorming that is relevant
to their culture or community. Learners may create more than
one sprite if time allows.

Step 1: To start, have learners head to scratch.mit.edu, login to

their account (so their work is automatically saved), and
click “Create.” (Alternatively, learners can use the offline Sprite examples by pondermake, Chumie, algorithmar,
editor and save their work to their computer.) SaffronChai, and watse166.

Created by the Scratch Foundation (scratchfoundation.org) 2

Step 2: Hover over the sprite menu in the lower-right corner of
the sprite area and choose “Paint,” which brings you to
a blank costume window under the “Costumes” tab.

There are two modes for using the paint editor:

● Vector-mode allows you to create and edit shapes.
● Bitmap-mode allows you to edit photos and paint
with pixels.
If you are creating your own sprites, it is important you
stay in the default vector-mode to create your artwork.
Vector-mode allows users to adjust colors, change the “Paint” in the sprite menu. Vector-mode. Bitmap-mode.
shape of an object in the costume, and add and remove
elements. This flexibility is important if you or another
Scratcher wants to remix a sprite later.

Step 3: Let’s create! The video tutorial and written guide below
can guide learners through more details about creating
a sprite in the paint editor.

Important Note: Just be sure that your asset follows the

Community Guidelines (“Be safe: keep personal and contact
information private.”) and does not reveal personal information
(like where you live or go to school, or a photo of your face). See the Scratch Community Guidelines.

Resources:
● Create a Sprite with the Scratch Paint Editor (Video Tutorial)
● Create a Sprite with the Paint Editor (Written Guide)
● Bring Yourself In Lesson Coding Cards (Student-Facing Cards) - printable cards to follow along with the lesson
● Scratch Community Guidelines Poster 8.5x11 or 18x24 (Printable Poster)
● spritelibrary.org (Website) - a Scratch Equitable Creative Coding Project collecting and sharing localized sprites

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Alternative Options

Hand-draw: Learners can create a hand drawn image to be

scanned/photographed and uploaded as a sprite.
● Bring Your Drawings Into Scratch (Video Tutorial)
● Bring Your Drawings Into Scratch (Written Guide)

Remix: Learners can mix, match, and edit desired pieces of

vector sprites already in the Scratch Library, as well as add
missing elements with shape and line tools.
● Remix and Re-imagine Scratch Sprites (Video Tutorial)
● Remix and Re-imagine Sprites (Written Guide)

Example of a hand-drawn image, photographed and uploaded as

a sprite. A second example of multiple sprites from the sprite
library combined and edited to create a new sprite.

Reflect (5 minutes)

Learners are prompted to turn-and-talk with a fellow learner about the asset they created. Prompts you can use are:
● The reason I created this sprite was… -or- This has special meaning to me because…
● If I had two more days I would add…

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Part 2: Communicating with Code

Getting Ready to Code

Now, it is time for learners to add code to their original sprite. By

doing this, learners will:
● Communicate to a viewer why they chose to create the
asset they made in Part 1.
● Expand on pathways for creative expression by bringing
their sprite to life with sound or movement.

Optional (15 minutes): Scratch Design Journal (Worksheet) -

This can be used to help students imagine, plan, iterate, and
reflect throughout all of the phases of their project’s
development. If you opt to set aside time for planning, the
overall lesson time will be extended, or you may opt to plan in
one session and code in a separate session.

Demonstration (10 minutes)

Share the resources below or facilitate a coding tutorial to

demonstrate how learners might code their original asset.

Resources:
● Bring Yourself In Lesson Coding Cards (Student-Facing
Cards) - printable cards students can use to follow along
● Getting Started Guide (Written Guide) - If you are new to
Scratch, this resource has helpful information.
● Scratch Ideas Page (Webpage) - This is a great place to
find short tutorials and Scratch Coding Cards. Project example is a remix of an original project by cantalloupe.

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Code the Sprite (40 minutes)

Step 1: To start, have learners head to https://scratch.mit.edu and login to their account to access their saved
original sprite project (or upload their project file to the offline editor).

Step 2: Share the block examples provided below. Highlighting blocks to try helps those learners who need extra
scaffolding or ideas to get started.

Grade 3-5:

Learners will animate their original sprite. Options include using

blocks to hear or see a narrative on the screen, adding text or
custom backgrounds, as well as using motion blocks to give the
sprite movement. Blocks to try include those to the left. →

Additional Resources:
● Sounds in Scratch: Add, Record, and Use Text to Speech
Blocks (Video Tutorial and Written Guide)

Grade 5+:

Learners will animate their original sprite, along with one or

more other sprites, in a digital collage. Use motion blocks and
event blocks (like “broadcast” or “when clicked”) to trigger
action or make the project interactive. Blocks to try include
those for grade 3-5 above, plus those to the left. →

Additional Resources:
● How to Make an "About Me" Project in Scratch (Video
Tutorial)

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Part 3: Reflect and Share

Reflect (15 minutes)

Learners can reflect on their project creation and process as they complete the Bring Yourself Into Scratch Sharing Sheet.
Next, their peers are encouraged to leave feedback or comments on the sheet for the creator as they view the projects in a
studio or participate in the gallery walk.

Resources:
● Bring Yourself Into Scratch: Sharing Sheet (Worksheet)

Share Option #1: Create a Class Studio to Gather Shared Projects

Studios are a space on Scratch where users can come together to make, share, and collect projects related to a particular
theme, idea, or prompt. Set up a class studio* for your learners and add their original asset projects. Learners are
encouraged to take time to look at projects and read/listen/interact with them to learn more about their peers.

Resources:
● Teacher Account Guide (Written Guide) - This resource contains information on setting up teacher accounts and
student accounts, managing classes, and class studios.
● Scratch Studios Guide (Written Guide) - General information on setting up and managing.

*Note: Learners need a Scratch account and access to the online editor to participate in this option.

Share Option #2: Gallery Walk

Have each participant's project open on their computer or other device. Participants can walk around a room, or take turns
sharing their screen in a virtual space, to experience each other’s creations. Or display one project at a time on a large
screen. Learners are encouraged to take time to look at projects and read/listen/interact with them to learn more about their
peers.

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More Things to Try
● Create Your Own Asset Pack (Written Guide) - An asset pack is a collection of assets related to a specific theme,
project type, cultural event, cultural symbols or customs, geographical region, or idea. Created more than one
asset? Package them together to share.
● Remixing and Using Assets (Video) - If you have found an asset or asset pack from other Scratchers you’d like to use in
your project, find out ways to gather assets and provide credit.
● spritelibrary.org (Website) - a Scratch Equitable Creative Coding Project collecting and sharing localized sprites
● Debugging Reflection (Worksheet) - Dive into the practice of debugging with learners and use this reflection sheet.
● Debugging Strategies Posters (Printable Posters)
● Getting Started in the Online Community (Written Guide) - A guide all about the Scratch Online Community.

Standards Aligned

CSTA Standards ISTE Standards CASEL Framework RITEC Indicators

Link to full standards Link to full standards Link to full standards Link to full standards
Grade 3-5 ● 1.2.b Online ● Self-awareness ● Competence
● 1B-AP-08 - Compare & refine algorithms Interactions ● Social Awareness ● Relationships
● 1B-AP-10 - Create programs ● 1.5.c Decompose ● Relationship Skills ● Creativity
● 1B-AP-11 - Decompose problems Problems ● Identities
● 1B-AP-15 - Test and debug ● 1.5.d Algorithmic ● Diversity, equity and
● 1B-IC-20 - Seek diverse perspectives Thinking inclusion
● 1.6.b Creative
Grades 6-8
Communicator
● 2-AP-11 - Create clearly named variables
● 1.6.c Communicate
● 2-AP-12 - Design & iteratively develop programs
Complex Ideas
● 2-AP-13 - Decompose problems into parts
● 1.7.a Global
● 2-AP-16 - Incorporate existing code, media, &
Connections
libraries

This lesson also fulfills all three of the ISB Indicators of Playful Learning (Choice, Delight, Wonder), developed by the Pedagogy
of Play (PoP) research project at Harvard University.

Created by the Scratch Foundation (scratchfoundation.org) 8

 Tip: If you’d like to translate this guide, click here to make a copy of this Google doc.

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