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Gamification
(Updated Plan)
Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto
Viewing Aspets of English 1B (Advanced Composition) Through
the Lenses of The Circle

Please click here to review the newest versions of my work in
progress (incorporating film wallpapers, other film materials,
and other resources to try to reflect The Circle world):


Or click here to go directly to the newest gamification
materials (also discussed in the Challenge One area).


Gamification Overview:

Each player will join the world of The Circle. The story will follow the player from joining the
Circle as a member of the public, to getting an entry level job at The Circle, to helping build
community at The Circle, to working on a disinformation campaign at the Circle, to
evaluating a specific Circle project, to joining the elite group of employees known as the
Gang of 40 (specifically reflecting individual student career goals), to working as a Gang of
40 member on a specific project, to challenging the Circle as a brave whistle-blower or
supporting The Circle as a loyal Circler (with consideration of privacy, creeping
authoritarianism, and other issues)



Bringing The World of The Circle to Life




My husband and I visited a location in Los Angeles (near the Annenberg Photography
Center) where The Circle was filmed. I took a few pictures and filmed short video clips for
possible use in the class Circle game world. I also spoke with the director of the Chaffey
Career Center; the Career Center counselors will be supporting members of the Circle
community. Also, one of the Chaffey College librarians will assist.



Grade Level(s) and Subject Area(s): English 1B: Advanced Composition  



Lesson Duration: the entire semester (The provided list of tasks is tentative and will
evolve over the semester based on the needs and progress of the students.)



Learning Objectives: (Objectives Are Directly From Chaffey College's course outline of
record for English 1B):

A. Evaluate college-level materials, from a variety of sources, for main idea, thesis, and
deductive reasoning

B. Recognize inferences, inductive and deductive reasoning.

C. Analyze evidence in support of claims.

D. Draw and articulate sound inferences about the intention of the writer, based on
observations of diction and style (including mood, tone and figurative language).

E. Comment on the effect of diction, metaphor, connotative and denotative language.

F. Recognize the influence of style and voice on purpose.

G. Determine both stated and unstated assumptions
Distinguish between fact and opinion, based on an understanding of the nature of
the "fact".

H. Identify and analyze the structure of arguments, evaluate their validity, and refute
objections, identify common fallacies of language and thought.

I. Construct sound arguments by avoiding logical fallacies, supplying sufficient
support for claims, using outside sources, employing correct citation and
documentation, and using various diction levels and stylistic approaches.

J. Identify and analyze the structure of arguments underlying the texts read.

K. Write essays (totaling at least 6,000 words) that effectively employ such writing
strategies as analysis, synthesis, and summary, and that emphasize such writing
tasks as causal analysis, advocacy of idea, persuasion, evaluation, refutation,
interpretation, and definition