Week 4 Assignment

Assignment 1:

1. What gaming elements provide users the learning content and how? 

   The game I have chosen to use for this assignment is a free online game called Roads of Rome which has many different elements that provide learning content through the text, visual-graphic elements, and audio elements.  

   The text elements in this game act as prompts to guide the gamer through the little tasks and scenarios surrounding the premise of the game, which is to build a road for the Roman Empire.  If a player fails to analyzing the textual information then the player will not be able to complete the game and move onto harder levels.  Therefore in this case the game serves as a good way to have students read text for critical information in order to overcome challenges.

   When it comes to the visual-graphic elements, this game is much AGE OF THE EMPIRES or WARCRAFT in that the gamer must click on on screen icons in order to perform tasks such as building road, chopping down trees, and foraging for food.   There are several elements of this type of game which help to enhance a players visual search skills and spatial awareness.  A player must be able to successfully analyze the screen to complete all of the necessary tasks and skills which will lead to further learning through the games interface.

   The audio elements of this game provide the gamer with a realistic atmosphere including background music which adds to the historical ambiance.  While there is no voice chat feature the gamer can use the sounds of the game to make connections linking certain sounds to tasks being completed or a road being built, for example.  The sounds also add a level of fun for the gamer and give the game an added dimension.

2. What is the goal of the game?

   The goal of the game is to build a series of roads in order to help the Roman Empire expand and advance its civilization.  Along the way there are several different tasks the gamer must complete, each level getting more and more complex as the game goes on.

3. What are rules of playing this game?

   The rules of the game are given and prompted as a gamer progresses through the different levels through text.  In the beginning many of the rules are basic and easy to understand but they get more and more complex as the game progresses.  For example, as you advance to higher levels the game must start to gather more resources such as lumber, food, and gold, in order to complete the desired task of building a road.

4. Does this game have any scenario design? If yes, is this a fabricated or embedded in curriculum-related content?

   This game does have an embedded scenario design that does indeed have some curriculum related content.  As a history or ELA teacher this game could easily be used in a middle school classroom in order to reinforce some of the things a class would learn in a unit based on the Roman Empire.  While this game has some similarity to a game like CIVILIZATION, it is much more basic and follows a set path for completion.  This is why i feel the game would be best suited for a middle school classroom.

http://www.youdagames.com/Roads-of-Rome-game-info-4952

Assignment 2:  

Using "The Road to Rome" game for learning through new literacies

• -Grade level

   This lesson plan is designed for a middle school classroom grades 6-8.  The skills and content being addressed is best suited for this age/grade level.

• -Common core standards: 6th Grade ELA

   Reading Standards for Information Text: 1, 2, 3, 4, 7
  1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  2 - Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
  4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  7 -  Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

   Writing Standards: 1, 2, 4, 5, 6
  1 - Write arguments to support claims with clear reasons and relevant evidence.
  2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)
  6 - Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

   Speaking and Listening Standards: 1, 2
  1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  2 -  Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

   Language Standards: 1, 2, 3, 4, 6
  1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
  6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 
   -ISTE NETS Standards:

  Standard 1: Creativity and Innovation
   -Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  Standard 2: Communication and Collaboration
   -Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  Standard 3: Research and Information Fluency
   -Students apply digital tools to gather, evaluate, and use information.
  Standard 4: Critical thinking, Problem Solving and Decision Making
   -Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  Standard 6: Technology Operations and Concepts
   -Students demonstrate a sound understanding of technology concepts, systems, and operations.

   -Learning Outcomes:

   SWBAT complete the tasks set aside in the video game "Roads of Rome"

S SWBAT understand the common themes of the Roman Empire

   SWBAT compose a 1 page essay following the conventions and rules of standard written english

   SWBAT distinguish the differences and similarities between actual history and the video game.

• -Instructional activities (how does this game help develop language acquisition and development, both oral and written, be creative?)

   To begin the lesson, students will be asked to list and describe the things they know, or have learned about the Roman Empire.  We will have covered this topic in class the previous day, so some student may know a lot, while others may still be unsure or have forgotten.  After the students have been given a few minutes to settle down and write about their knowledge, we will then create a list of common themes we see in this topic.  After our list is complete we will move onto the game portion of the class, which is the body of the lesson.

   After our "do now" assignment, the students will be given the assignment to play the "Road to Rome," computer based video game.  This video game prompts the gamer to complete tasks designed around building a series of roads to help Caesar expand the Roman Empire.  Through the use of this new literacy students will be exercising their ELA skills through following the written directives given throughout the game, which allow the gamer to move onto different levels.  As the students progress through the different levels of the game they will be asked to keep a computer based notebook log of things that they see in the game that they remember learning about in the previous class, or things that were listed previously during the "do now" assignment.

   After the students have had the chance to complete some of the game, approximately 30-45 minutes, we will stop and have the students return to their seats for reflection and discussion.  At this time we will compare and contrast what we discussed in the beginning of class with what the students observed while playing the video game.  All the students in class will work together to create a venn diagram based on this discussion.  This will most likely take us until the end of the class however if there is time remaining the students will be able to go back to continue playing the game if they prefer.

  -Assessment

   As an assessment i will have the students post a short essay on my online blog.  The essay only needs to be around a page long describing some of the themes that were seen through the "Road to Rome," video game.  The students will also be asked to post comments to posts written by 2 other students in the class.  This will be a quiz grade.

• -Debriefing

   The debriefing will take place after the students play the video game at the end of the class time, as described before.  In this case the device being used as the debriefing tool will be the graphic organizer, which will be a venn diagram.  Also, the assessment essay will serve as a good debriefing tool as well, as we will openly discuss the students thoughts through their blog posts.

• -What cognitive skills do this game help to cultivate?

   The Road to Rome, helps to cultivate many different cognitive skills mostly based around reading and technological skills.  The students must be able to follow written directions as the game progresses and in turn complete the tasks described in the text.  If the students do not properly follow the instructions they will not be able to complete the tasks and will not enter into new and harder levels.

• -What new literacies skills do this game help to cultivate?

   This game helps to cultivate many new literacy skills centered around technology use through video games.  As we look toward using new literacies in the classroom, video games can be awesome tools as long as they are used properly, this game is no exception.  First and foremost this game will act as a vessel for students to follow written instructions in order to complete the game.  Instead of reading a book about the Roman Empire, this game allows students to complete tasks associated with the Roman Empire, while reading word bubbles that pop up throughout the game.  In this way the reading is disguised through a fun activity.  The students will also hone in on their computer skills through manipulation of this game along with the spatial awareness needed to complete the game properly by seeing all the salient objects needed in the game.  Along with this the audio elements in the game are another great way for the students to draw connections between actions in the game and the sounds associated with them.  Therefore a student may be able to realize that a task was completed without having to look up at the portion of the screen where the task was being done.  Through studies researchers have been able to prove that gamers are much better at picking out details in appearance and sound and are more spatially aware of the things around them.  This game acts in the same way and is a great way to use new literacies to enhance ELA and technology skills.