Students will research, design, and create a board game in groups of five based on the literary terms and devices cards available in class.
Objectives
1. Develop a vocabulary for the critical study of literature
2. Become familiar with key features of literature through a study of literary devices
Introduction
This project requires the use of multiple abilities so that everyone can contribute based on a defined role. The teacher serves as a resource as students work on the project.
After completing the project, you will write evaluations of the group process and of other games created in the class. These evaluations enrich class discussion and promote critical thinking.
Unlike traditional tests that emphasize recalling facts, this project challenges students to exercise higher-level thinking skills to complete complex problem-solving tasks.
1. Spark Notes Literature Study cards
2. Internet search suggestions (these are just some examples):
a. Literary key terms study guide
b. Elements of literature study guide
c. Categories of literary terms and devices
d. Literary terms and devices related concepts
e. Literary devices articles
f. Literary devices, techniques, motifs, style (try different combinations)
2. Classroom resources: Literature anthologies, textbooks, dictionaries and other books.
3. Butcher paper, markers, note sheets, 3X5 cards
4. Rulers, scissors, etc.
5. Game pieces, dice, etc.
Resources
Procedures
1. Spread all the cards out and decide on categories to group them. You want enough categories that everything fits, but not so many that they are hard to keep track of. Use the search suggestions above to help you do research to do this.
2. Each student will be assigned a specific role (task) in the group:
a. Reader: Reads directions, proof reads, etc.
b. Artist: Draws or selects cut outs for the final version of game board
c. Scribe: Writes questions, answers, and rules
d. Materials Manager: Selects, gathers and returns materials
e. Monitor: Makes sure everyone in the group contributes and turns in everyone’s evaluation form
Other students in the group WILL assist in ALL these roles, but the student assigned has the ultimate responsibility for completion.
3. Design and make a board game. Use cardboard, tag board, construction paper, file folders. Decorate the board with art that relates to material.
4. There should be a START and FINISH box connected by at least a 50-space path.
5. Make up questions that relate to the cards. PRINT them neatly on 3” X 5” index cards cut in half. Number your cards.
6. On a Word document, create a guide for players to study before playing the game. Glue this paper to a piece of construction paper and label it STUDY GUIDE.
7. Make up and write the rules for the game. Remember that each game has a specific OBJECT.
8. Play the game through once. Adjust (correct) parts of your game as needed.
9. Exchange and play another group’s game. Complete an evaluation form for each game played.
10. Game pieces needed for each group’s game will be designed and completed in class. If needed, a single die, or pair of dice, will be supplied by the teacher.
11. Post your questions and comments about this assignment below.
Other considerations
1. OBJECT OF THE GAME: Decide how the game is won.
2. EQUIPMENT: What is necessary to play the game. (Game board, die, cards, etc.)
3. SET UP: How do you set up the board before play? How do you decide who takes the first turn?
4. RULES OF PLAY: How does a player move around the board? Are there penalties for wrong answers? How many players can play?
