Professional Documents
Culture Documents
Cindy Dixon
Learner Characteristics
This class of 26 15-16 year old students is a high achieving class. It consists of 14
females and 12 males. The income level of this class of students range from a medium
income level to a high income level with none of the students on free or reduced lunch.
The demographic makeup of the class is 90% Caucasian, 10% Latino,African American,
and other. They are motivated to learn and excel. All of them are also enrolled in
Advanced Placement World History and several take one or two other Advanced
Placement Courses such as: AP Statistics and AP Psychology. The majority (all but 3
students plan on advancing to AP Language and AP Literature for their 10th and 11th
grade year). All students took the 9th grade Literature and composition class as 8th
grade students in an accelerated curriculum. All students scored as Exceeds on their
End of Course Test for 9th Grade Literature and Composition. 11 of the 26 students are
qualified as Gifted under the current requirements for the state of Georgia. All of them
have been in an advanced track taking honors classes prior to tenth grade. A particular
characteristic of this class is that while they are highly motivated, it is sometimes the
grade or score that motivates them more than actually learning the material. They are
willing to learn to earn points for a high GPA, but at times do not see the value and
relevance in what they are learning and why. These students come with moderate to
advanced skills in using technology and all of them own some type of device for
computing and gaming. They come from households where they are supported and
provided for. The students in this class have had training and experience in the use of
chromebooks for a minimum of one year as part of a pilot program for Bryan County
School System.
Day 2-3 ( may need to adjust- it is difficult to determine the amount of time it will take
each group to play through one section of the game)
1.In groups, students will play through one of the following stages of the game and
record on a chart how their actions and steps in the game indicate the following:
stage in the theme of the quest, development of character, how each choice or
task contributes to the structure of the whole story. * See Chart included
Note- This video game could take weeks to play in its entirety. The following phases of the game are chosen
to represent the main stages of the heros quest so that the lesson can be completed within a 3-4 day time
frames.
Group
Stage in
Video Game
Correlation to
Hero Cycle
Outline
Stage 2 The
Unexpected
Party
Stage 3
The Battle
with the
Orcs
The Road of
Trials
Stage 10
The Battle
with the
Spiders
The Road of
Trials
Stage 5 The
Barrels out
of Bond
Rescue from
Without
Stage 7
Gollums
Puzzles
Supernatural
Aid
Stage 16
Defeat
Smaug
Apotheosis:
Ultimate Battle
ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10RL5: Analyze how an authors choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension,
or surprise.
Day 4
4. Using the information from their charts, students will write a short explanatory
narrative explaining how the steps they followed in the game are a part of the cycle of a
hero and how each character is developed. They will also explain how both of these
contribute to the overall theme and structure of The Heros Quest.
ELAGSE9-10W2: 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.
Learner Assessment
The students writing will assessed with the explanatory narrative rubric. Students who
successfully create their narratives as the final product of this lesson will score at least a
7 (meets standards) or above in each category of the rubric.
*see Rubric included
Evaluation
Students will have an opportunity to provide their feedback of the lesson and the Lego
Hobbit game on an evaluation form provided at the lessons conclusion. The teacher
will review the responses and use the information to improve the lesson.
Source: http://englishteachers.wikispaces.com/file/view/Unit+Plan.
Source: http://www.mythologyteacher.com/The-Hero%27s-Journey.php
Stage of Game:
Character(s)
Suggestion:focus on only one or two
characters:
List Actions/Choice of
Characters
Category
Content
10pts
Evidence
10pts
Links examples from text(game) to the theme and structure of Heros Quest
Integration
10pts
Draws evidence from literary texts (game) to support analysis, reflection. of complex
characters and their development with each action within the game
Organization
10pts
Creates an organization that presents the information gathered from the game (via the
chart) in a logical order
Style
10pts
Conventions
10pts
Score
Demonstrates command of the standard English conventions for grammar and usage.
Total Points 60
_______
Survey
Yes
Somewhat
No
2.Were you able to define the characteristics of the quest in the game as defined in the
teacher presentation?
Yes
Somewhat
No
3. Were you able to define the characteristics of the quest in the game as defined in the
Hero Cycle Handout?
Yes
Somewhat
No
4. Do you feel the video game was too difficult or frustrating to play?
Yes
Somewhat
No
5. Do you feel that the introduction to the video game was adequate to prepare you for
playing the game?
Yes
Somewhat
No