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Video Game
Revision Notes
Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto
Feedback from the Professor:
Hi Mel, this is an excellent lesson that makes good
use of a video game. Good learning objectives,
although "Distinguish summary from analysis"
seems a little unclear - from the activity, it sounds
like the students are doing the summarizing
themselves instead of distinguishing or extracting a
summary from an analytical piece.

I like the student roles for the activity. I also like
that you have two assessment options depending
on computer access. For the Canvas discussion post
option, how will you ensure that all team members
are participating fully (and not just one person
doing all the work)?

Overall, great job on this lesson!
Original Lesson Plan

Lesson Plan: Video Game Learning

Grade Level(s) and Subject Area(s)
Community College English – English 1B
(advanced composition)



Lesson Duration
Two and a quarter class sessions



Learning Objectives
Distinguish summary from analysis

Develop criteria for evaluation

Provide evidence to support your
evaluation



Student preparation:

With consideration of Randall
Fujimoto's point about "just in time"
learning, the students will prepare by
playing Pokemon Go. (An extra credit
incentive will be provided for playing in
advance/outside of class time. Each
student may earn up to 30 extra credit
points during the semester; this way, a
student who does not have access to
the Pokemon Go game may earn extra
credit through other options, and
students who do have access to the
game and play in advance may take on
leadership roles during the class
sessions. Added after reading Joe's
feedback: Reflecting a "just in time"
philosophy, most extra credit options
are announced as opportunities present
themselves throughout the semester;
other options are introduced at the
beginning of the semester. The syllabus
explains that students may choose from
these various options and earn up to a
total of thirty extra credit points.)



Lesson Details/Instructor will begin with
overview of lesson and mini lectures on
summary, evaluation, and criteria.
Instructor will provide individualized
feedback and guidance throughout the
time students work on this lesson.
Student roles for the teams will help to
organize the game and ensure
participation by all team members:
coach, facilitator, presenter, recorder,
and gatekeeper (These are the usual
roles I use; however, I will update the
roles for this specific lesson.)



Evaluating Pokemon Go gameplay at
the Chaffey Chino Campus

Students will play the game, Pokemon
Go, on campus. Each team will choose
to have only one account or multiple
accounts.

Students will summarize the game play.

Students will develop criteria for
evaluation

Students will use screenshots from
game play to help support their
evaluations



Each team will present their evaluation
of Pokemon Go to the class.



Their presentations will include:

Summary – Provide a summary of the
Pokemon Go experience

Evaluation – Overall evaluation of the
game

Four criteria for evaluating the game
play

Evidence to support evaluation of the
game play - specific examples from
game play with images from game play
as visual aides





Assessment Details
With consideration of Rachel Lin's
feedback and the initial team structure
plans for this class, I have developed
two tentative plans for team
presentations.



Plan A: In a computer classroom,
English 1B

a.) My college uses Canvas as well.
Each team will present online in the
form of a discussion post. The
discussion post will focus on an outline
for a value claim essay (including a
working thesis statement, names and
definitions of supporting criteria, and
specific examples of evidence with
game play photos provided).

b.) Using a format like the one
introduced in this class: Each student
likes a favorite presentation. Bonus
points are awarded to the highest rated
presentation.  



Plan B: In a classroom with or without
computers

a.) Each team develops an outline as
discussed above.

b.) Teams present their outlines in
class.

c.) Students vote for their favorite
presentations by secret ballot. (In
response to Joe's feedback below, I
understand his concern, and I think that
providing a presentation rubric may
help. Perhaps, an open discussion is a
better option than secret ballot. I'm
interested in additional feedback
regarding the concern that Joe raised.)

d.) The presentation with the highest
vote count receives bonus points. If I
disagree with the results, I may award
an honorable mention. I will help the
students identify strengths of each
presentation as well as ways that each
presentation may be improved. We will
discuss connections between the
presentations and the course value
claim essay assignment.
Changes:
In order to develop and clarify aspects of the lesson for all viewers, I
incorporated parts of an e-mail that I had previously sent to our professor
(where I responded to his feedback).

I plan to integrate this lesson into my gamification (Challenge Four)
materials as I have done for my Challenge One materials. Toward that
goal, I took screenshot pictures of my Pokemon Go play while at a
Circle-ish location.