Rogers 1

Michelle Rogers
Dr. An
MEDT 7485
8 November 2016
Assignment 6: Learning through Game Design
1.

Title:

Making Love a Game

2.

Context:

9th Grade Literature and Composition Class

3.

Target Learners:

Gifted Learners in 9th Grade Literature and Composition, more specifically, at East Coweta High
School.
4.

Subjects/Topics Covered:

According to Common Core Standards, all students in 9th Grade Literature and Composition
should read and analyze William Shakespeares Romeo and Juliet. After we have read, analyzed,
and discuss, students will create a game according to their knowledge of the play. This activity
will allow students to incorporate student-centered learning and technology-centered learning all
while making Romeo and Juliet applicable to real-world issues, all while deepening their
knowledge and understanding of the play.
5.

Learning Objectives and Standards:

Objectives: Students will deepen their knowledge of the play by creating a game that would help
other students better understand the content of William Shakespeares Romeo and Juliet. This
activity will incorporate technology-centered learning by utilizing the internet, their knowledge
of the play, and the Chrome books that all students have received at East Coweta High School.
Standards:

Rogers 2
ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest
6.

Duration:

Due to this projects extensive requirements including collaborative work, precisely two weeks
of class time will be spent on this project (10 days total). Each class is comprised of nearly 32
students, and each period lasts ninety minutes. The first day of the lesson will be spent on
introducing the assignment, determining groups, and going through interactive tutorials of the
gaming software. Day two-three of the lesson will be spent collaborating and planning. Days
three-seven will be spent in class creating the game while working with in groups and utilizing
technology with their Chrome books. Finally, the last day of the lesson, day ten, will be spent
having groups explore and review their peers games.
7.

Game Design Task:

After reading, discussing, and analyzing William Shakespeares Romeo and Juliet as a class, 9th
Grade Gifted students in Literature and Composition will use their knowledge, creativity, and
technology skills to collaboratively produce a game that will help their peers review Romeo and
Juliet before their test. While the students will be acting as game designers, they will be
brainstorming and creating their game in a way that is user-friendly and will help their peers
review for the unit test. Game designers will be required to create their game according to their
groups decision of what type of game they are going to create, their plot, their characters, and
how the game is going to begin and end.

8.

The Main Purpose of the Game Design Task:

Because this lesson will be presented to 9th Grade Gifted learners, they will have the
responsibility of creating their game and type of game according to their knowledge of
Shakespeares Romeo and Juliet. Students will creatively and collaboratively decide on
characters, plot, and type of game which will promote the use of technology, creative thinking,

Rogers 3
higher order thinking skills, etc. Students will be responsible for determining their audience and
basing a game off of their peers skills and need for review.
9.

Software Selection and Justification:

Software

Computer Gaming Software

Link

www.sploder.com

Description Sploder is an online gaming software that is free, user-friendly, and requires no
programming skill necessary. There are several types of games that users can
choose from including puzzles, retro arcade games, classic games, and fighting
games. Teachers, students, and parents often use this website as a way to foster
learning, collaborative skills, technology skills, and creativity.

Justificatio
n

Sploder is a free game which means that it will not require schools to pay for the
software. Sploder is also a user-friendly website, providing tutorials, and
requiring no experience necessary. Being often use for educational purposes,
this website will help students to create their very own game which will
demonstrate their understanding of the play. These games can also be shared
with their peers so at the end of the lesson, students can play another game,
while also strengthening their knowledge of the play.

10. Individual vs. Collaborative Game Design: This game can be designed both individually
and collaboratively, but for this lessons purposes, I chose for the game to be created
collaboratively so that students can strengthen their collaboration skills while also utilizing
technology. In this lesson, partners can brainstorm and come to a unanimous decision of how
their game is going to be designed. If the assignment was completed individually, students
would not have to collaborate with their group, but make every decision themselves.
11. Procedures:
Week 1 (each class is comprised of nearly 32 students and has duration of 90 minutes):

Day 1

Day 2

Day 3

Day 4

Day 5

Rogers 4

1. Introduce project
to students verbally
or visually. Explain
the task, process,
and evaluation.
2. Put groups into
pre-determined
groups based on
strengths,
weakness, and
behavior. Each
group should be
diverse.
3. Students will
utilize their
Chrome books as
they complete the
research process by
exploring and
practice using the
user-friendly,
recommended
software. The
instructor will also
provide tutorials on
the website.

1. Now that the

research has been
completed and students
have had tutorials on
the software, the groups
will collaboratively
brainstorm on how they
are going to create their
game based on Romeo
and Juliet. Students are
going to complete this
by answering questions
as a group that is on the
board to require
students to make final
decisions.

1. Students will
continue to
brainstorm their
game and begin to
create their game.

1. Students
will get
with their
groups to
spend the
entire class
period as
2. Students should they work
be delegating tasks, to plan,
and working
develop,
effectively and
and work to
collaboratively to
present
ensure that the
their
game will meet all projects.
requirements and
adequately display
their knowledge of
the play.

1. Students
will get
with their
groups to
spend the
entire class
period as
they work
to plan,
develop,
and work to
present
their
projects.

2. Students will need to

start delegating tasks to
their group members in
order to create the final
project.

Week 2:

Day 6

Day 7

Day 8

Day 9

Day 10

1. Students
will get with

1. Students
will get with

1. Students will
begin to finalize

1. Students will

1. Students will
spend class time

Rogers 5

their groups
to spend the
entire class
period as
they work to
plan,
develop, and
work to
present their
projects.

their groups
to spend the
entire class
period as
they work to
plan,
develop, and
work to
present their
projects.

their project with

their groups. All
students should be
collaboratively
working and
utilizing their class
time to develop and
finalize their game.

begin to finalize
their project with
their groups. All
students should be
collaboratively
working and
utilizing their class
time to develop and
finalize their game.

playing their peers

games. Students
will write a review
of their peers
games according to
the gaming format,
their knowledge of
the game, and their
user-friendliness of
the game.

*The games link is

due at the end of
class

12. Evaluation:
Students games will be scored using the following rubric:

Category

Effort

It is evident
that excellent
effort was put
into creating
the game.
Evidence
includes a neat
presentation,
complete
information,
and fulfillment
of all
requirements.

It is evident
that good
effort was put
into creating
the game.
Evidence
includes a neat
presentation,
complete
information,
and fulfillment
of most
requirements.

It is evident
that some
effort was put
into creating
the game.
Evidence
includes a neat
presentation,
complete
information,
and fulfillment
of most
requirements.

It is evident
that little
effort was put
into creating
the game.
Evidence
includes a
neat
presentation,
and
fulfillment of
some
requirements

It is evident
that no effort
was put into
creating the
game. No
evidence is
included.

It is evident
that you used
creativity to

It is evident
that you used
some

It is evident
that you used
some

It is evident
that you used
little

It is evident
that you did
not use

Creativity

Rogers 6

create the
game.
Evidence
includes an
interesting
presentation
and new rules
added to
traditional
games.

creativity to
create the
game.
Evidence
includes an
interesting
presentation
and new rules
added to
traditional
games.

creativity to
create the
game.
Evidence
includes an
interesting
presentation.
No new rules
are created

creativity to
create the
game.
Evidence
includes a
neat
presentation.
No new rules
are created.

creativity to
create the
game.
Presentation
is boring and
no new rules
were created.

Romeo and
Juliet
information is
accurate and
complete. All
rules are
outlined
clearly and all
necessary
game pieces
are included.

Romeo and
Juliet
information is
accurate and
complete. All
rules are
outlined
clearly and
most
necessary
game pieces
are included.

Romeo and
Juliet
information is
accurate and
complete. All
rules are
outlined
clearly and
most
necessary
game pieces
are included.

Romeo and
Juliet
information is
accurate, yet
incomplete.
Some rules
are outlined
clearly and
most game
pieces are
included.

Romeo and
Juliet
information
is inaccurate
and
incomplete.
No rules are
outlined and
no game
pieces are
included

Team
You
Contributio contributed
n
equally in
creating the
game. You
fulfilled all of
your part of
the project, as
recognized by
your peers.

You
contributed
equally in
creating the
game. You
fulfilled most
of your part of
the project, as
recognized by
your peers.

You
contributed
some in
creating the
game. You
fulfilled some
your part of
the project, as
recognized by
your peers.

You
contributed
little in
creating the
game. You
fulfilled little
of your part
of the project,
as recognized
by your peers.

You did not

contribute in
creating the
game. You
did not fulfill
your part of
the project,
as
recognized
by your
peers.

Accuracy

Students will use the Peer Assessment Rubric when playing their peers games
On a scale of 1-4, rate the following 4 categories for the game you played.

Rogers 7
1 = Not at all

2 = Somewhat

3 = For the most part

4 = YES!

Category

Criteria

Scor
e

Rules

Were the rules clearly outlined and easy to understand?

Accurac
y

Was the Romeo and Juliet information accurate and complete?

Effort

Was there effort put into creating this game? Were all the game pieces
included?

Fun!

Did you have fun playing this game?

Total Score

13. Expected Learning Outcomes & Methods for Measuring Learning Outcomes:

Knowledg
e

Skills

Learning Outcomes

Methods for Measuring

Learning Outcomes

Students will strengthen their knowledge of the play,

literary devices, plot diagram, etc.

See rubric

Students will become skilled in gaming design,

working collaboratively, and peer reviewing other
games

See Peer Assessment

Rubric

Rogers 8

Attitudes

Students will develop this project working with their

group which will strengthen collaborative skills.

See rubric

14. Perceived Barriers and Support Needs:

This assignment can have both indirect and direct barriers. Direct barriers can include teachers
lack of skill or comfort ability with using technology and gaming software in the classroom. In
order to overcome these direct barriers, teachers can have a mentor teacher, someone who helps
train that teacher with using the software. Teachers can also receive extra training from a media
specialist, receive extra tutorials, or observe teachers utilizing the same lesson. Indirect barriers
can include the inability of having each student accessible to a computer, the lack of wifi for
using the internet, etc. These barriers are difficult to overcome, but can be overcome if the
school has a media center or computer lab with accessible internet.
15. Reflection:
I liked this assignment, because I have always wanted to do a lesson in my classroom such as
this. This assignment allowed me to research and creates the details and justification of using
this lesson in my classroom. While making this assignment, I was able to think about my Gifted
learners, their needs and interests, and lessons that will promote technology and higher order
thinking skills.

Using technology in the classroom tends to be a direct barrier for teachers who are not
comfortable with using technology due to lack of experience, being already comfortable with
their lessons, etc., so this assignment forced me to try and think of a way to help those teachers.