Novel Study Final Project – Board Game



Novel Study Final Project – Board Game /100

Assignment: You are a board game manufacturer, and you have been assigned the task of creating a board game that will help students review story elements of the novel, Peak by Roland Smith.

Requirements: Using a file folder, colored paper, colored pencils, and markers, create a game board. Put the name of your game on the tab of the folder and decorate the inside so that it is a game board. Write 2 paragraphs about your project using the “Response to Teacher” guidelines.

1. Make your game board neat, colorful, interesting, creative and educational!

2. Create at least 30 questions and answers for your game that relate to the novel. The answers should be written under the question-maybe in upside down print.

3. Relate the format and purpose of your game to the novel in some way. Example: the game board is in the shape of a castle or the purpose is to escape the evil grandmother.

4. Write directions for your game that would make it perfectly clear how to play the game. Type the directions and glue them to the back cover of the file folder.

5. Make sure the content and difficulty of your game are appropriate for your novel and for your classmates’ abilities.

6. Use the rubric to self-assess your group’s progress.

Creating Questions: 30 points

1. Each group member must create 10 question cards.

2. Trivia questions must test your knowledge of the book (character, plot, conflict, theme, setting).

3. Questions can be multiple choice, true or false or short answer. All answers must be on question card as well.

4. Your group may use the “As You Read Questions” for inspiration and ideas but use your own words.

5. Question cards should be on sturdy paper.

The Instructional Page: 30 points (you may want to refer to other board games for instructional criterion)

1. Objective of the game. What does a player have to do to win?

2. How many players can play? What age group the game is intended for?

3. How to start the game (how do you determine the first player)?

4. Special features of the game? (what do you have to do when your player lands on special features such as: GO TO JAIL, Lose a Turn, etc.. (use your experience of popular board games to address this) However, the spaces must relate directly to complications in Peak.

5. Record the creators of the game (your group members-first and last names)

Game Board and Pieces: 30 points

1. You may opt to create your own game board or use the one provided.

2. Create spaces on the board that reflect complications in the story that present challenges to winning (at least 10 spaces).

3. Decorate the actual board to reflect the theme of the book.

4. Create or find pieces to be used as pawns that reflect the theme of the book as well.

Response to teacher: 10 points

Write 2 paragraphs justifying the choices made in your game. Answers need to be written in full sentence format and use proper paragraph writing structure.

1. In the first paragraph, introduce the game your group created. Tell what the objective is and how it relates to the plot of the story. How do the board and spaces relate to the story?

2. In the second paragraph, justify how your questions demonstrate understanding of the following elements of narrative of the novel: Plot, Theme, Characterization, Setting, Conflict.

| | |

|Herders and porters carried the equipment for the |Acclimatization means to adapt to a different |

|mountain climbers. |climate. |

| | |

| | |

|High Altitude Pulmonary Edema |Peak spray paints blue mountains at the top of the |

| |skyscrapers he climbs. |

| | |

|“Self-arrest” is a survival technique. It is when you|Sun-jo |

|dig your crampons and axe into the ice if falling. | |

The Hunger Games Board Game Rubric

Level 4: Thoroughly Level 3: Considerably Level 2: Some

Level 1: Limited R: Remedial, below course expectations

|Category |Criteria |Level (4) |Level(3) |Level (2) |Level |R |

| | |10-9 |8-7 |(6-5) |(1) | |

| | | | | |(4-1) |(0) |

|Knowledge |-Student has demonstrated that they have an understanding plot, character,| | | | | |

| |theme, setting, and conflict, both in the game, instruction page and | | | | | |

| |response to teacher. | | | | | |

| | | | | | | |

| |-Student has demonstrated they have an understanding of the novel. | | | | | |

|Thinking |-Student has made choices in the board game that demonstrate creativity, | | | | | |

| |analysis, higher-level thinking and in-depth interpretation of the novel. | | | | | |

| | | | | | | |

| |-Through their response to the teacher, the student has demonstrated | | | | | |

| |critical thinking skills in their choices, making justifications that | | | | | |

| |appropriately reflect their depth of analysis. | | | | | |

| | | | | | | |

| |-The student uses the instructional page to demonstrate complete | | | | | |

| |instructions, predict inquiries/questions and provide clarifications. | | | | | |

|Communication |-Student has used proper writing conventions (punctuation, spelling, | | | | | |

| |grammar and word usage) through out project. | | | | | |

| | | | | | | |

| |-Instruction page is organized in logical order. (Headings, numbers etc.) | | | | | |

| | | | | | | |

| | | | | | | |

| |-Student has used visual communication in the board game to communicate | | | | | |

| |the instructions and elements of narrative to their audience. (Graphics,| | | | | |

| |headings) | | | | | |

|Application |-Student has followed all instructions and procedures for the board game | | | | | |

| |activity. | | | | | |

| | | | | | | |

| |-Student has transferred their knowledge of the elements of narrative and | | | | | |

| |book to the board game. | | | | | |

| | | | | | | |

Teacher notes: _________________________________________________________

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