Introduction: I could see this game being used in a 12th grade ELA course. I would choose to use it in 12th grade, as opposed to lower grades, because I think it would be most relevant for a student who is preparing to go out into the world on their own for the first time. It would benefit those going straight into the workforce and those going off to college. The game demands that the player live according to a spending plan and budget resources wisely. Besides teaching new literacies, it teaches how important it is to budget money. It portrays life’s unexpected expenses and choices that have to be made when they arise. It requires mathematical skills and economic skills as well. It is cross curricular on many levels.
Subject: ELA
Grade Level: 12th
Common Core Standards and Learning Outcomes:
§ Reading
§ RI 11-12.3. “Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.”
§ RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how a Youda Marina defines and uses a budget).
§ RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
§ Writing
§ W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
§ Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
§ Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
§ W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
- Provide a conclusion that follows from and reflects on what is experienced.
§ W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
§ Speaking & Listening
§ SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- SL.11-12.5. 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.
Instructional Activities;
Technology: Personal computer, tutorial on the game, defining key vocabulary
Assessment: would be based on the success of the player in playing the game. Were they able to stay within their spending plan, build a successful business, satisfy clients, provide for the needs of the business, complete tasks in the specified time, follow directions, etc.
Debriefing: would be a presentation based on discussions on strategies the player used during the game, what the outcomes of those strategies were, did they work or if they didn’t what do you attribute that to, what could you have done differently and how does this all relate to the real world.
Cognitive skills: Problem solving, connections and conclusions based on course of action, analysis (breaking information down), synthesis (putting information together), and evaluation.
New Literacies: Use of multimedia, analysis of information presented (is it reliable or not), ICTs, and uses of the internet.
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