Using the setting of a writing-workshop to facilitate a deliberate process to learn computer programming, this exploratory study investigates (a) where there is a natural overlap between programming and writing through the storytelling motif, and (b) to what extent existing language arts coursework and pedagogy can be leveraged to introduce this new form of digital composition to middle-school children. Whereas previous studies linking children's programming with storytelling (Author & Kafai, 2010; Kelleher & Pausch 2008) did so within the informal afterschool clubs, this study focuses on integrating computer science into the classroom, aligning curricula to core-content English language arts instruction. (Contains 2 tables and 3 figures.)