Lesson: Second Draft
In this lesson, students return to one of the games they made, then draw on peer feedback and personal reflection to develop a second draft.
Grade range: 7-8
Time Frame
| One class period (75 minutes) | Two or three class periods (150-225 minutes) | Extended Unit | |
| Activities | Reflecting on Feedback
Sharing and Peer Feedback
|
Reflecting on Feedback
Sharing and Peer Feedback Creating the Second Draft
|
Reflecting on Feedback
Sharing and Peer Feedback Creating the Second Draft Showcasing the Second Draft |
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Media are constructions:
- Media works are crafted through deliberate choices that shape the final product
Each medium has a unique aesthetic form:
- Different media employ specific techniques (“rules of notice”) to guide attention and convey meaning
Key questions:
- How can we apply feedback and new knowledge to enhance our games?
- How can we effectively leverage the unique aspects of game design to communicate our ideas?
Essential knowledge: Students will know…
- Reading media: Specific techniques and conventions of game design, such as core dynamics, game mechanics, goals, rules, pieces and spaces.
- Making and remixing: The importance of revision in the writing process; strategies for incorporating feedback to improve their work
Performance tasks: Students will be able to…
- Analyze teacher feedback and identify areas for improvement in their games.
- Apply their understanding of game design techniques to revise their games, enhancing their clarity, impact, and effectiveness.
- Justify their revisions based on the feedback received and their expanded knowledge of game design.
Student-friendly outcomes:
- We will learn about the techniques and common practices used in game design, such as core dynamics, game mechanics, goals, rules, pieces and spaces, and the importance of revising our work.
- We will think about how to use feedback and our knowledge of game design to make our games clearer and more effective.
- We will analyze teacher feedback, revise our game’s design using new techniques, and explain why we made these changes based on what we learned.
Curriculum Connections
Strand A: Literacy Connections and Applications
A1. Transferable Skills
A1.1 Receptive and Expressive Communication
analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms
A1.2 Student Agency and Engagement
evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential
A2. Digital Media Literacy
A2.4 Forms, Conventions, and Techniques
evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts
A2.5 Media, Audience and Production
demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production
Strand D: Composition (Expressing Ideas and Creating Texts)
D1. Developing Ideas and Organizing Content
D1.1 Purpose and Audience
identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices
D1.2 Developing Ideas
generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences
D1.4 Organizing Content
classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
D1.5 Reflecting on Learning
evaluate the strategies and tools used to develop ideas and organize content, for the creating texts in the chosen forms, genres, and media, explain which ones were most helpful, and suggest steps for future improvement as a text creator
D2 Creating Texts
D2.1 Producing Drafts
draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas
D2.5 Revision
make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback
D3 Publishing, Presenting and Reflecting
D3.1 Producing Final Texts
produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect
D3.2 Publishing and Presenting
publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message
D3.3 Reflecting on Learning
evaluate the strategies and tools they found helpful when publishing and presenting texts, reflect on what they learned at each stage of the creative process, analyze how their texts address various topics, and suggest steps for future improvement as a text creator