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    Running Head: THIRD ACTIVITY 1

    Uploaded by

    Maureen Deming
    This activity involves students creating interactive quiz-style games about the American Revolution using Inklewriter. In groups, students will identify five important events, people, or ideas and create a game incorporating these topics. Each topic will include an image, question with two answers, and feedback for each answer. Students will share their completed games via links in a Google Doc for their classmates to play. The goals are for students to synthesize information and identify main ideas from their readings and for their games to be used as review tools in future fifth grade classes.

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    Running Head: THIRD ACTIVITY 1

    Uploaded by

    Maureen Deming
    73 views5 pages
    This activity involves students creating interactive quiz-style games about the American Revolution using Inklewriter. In groups, students will identify five important events, people, or ideas and create a game incorporating these topics. Each topic will include an image, question with two answers, and feedback for each answer. Students will share their completed games via links in a Google Doc for their classmates to play. The goals are for students to synthesize information and identify main ideas from their readings and for their games to be used as review tools in future fifth grade classes.

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    For EDU 625.

    Original Title

    Project 3

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    This activity involves students creating interactive quiz-style games about the American Revolution using Inklewriter. In groups, students will identify five important events, people, or ideas and create a game incorporating these topics. Each topic will include an image, question with two answers, and feedback for each answer. Students will share their completed games via links in a Google Doc for their classmates to play. The goals are for students to synthesize information and identify main ideas from their readings and for their games to be used as review tools in future fifth grade classes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    73 views5 pages

    Running Head: THIRD ACTIVITY 1

    Uploaded by

    Maureen Deming
    This activity involves students creating interactive quiz-style games about the American Revolution using Inklewriter. In groups, students will identify five important events, people, or ideas and create a game incorporating these topics. Each topic will include an image, question with two answers, and feedback for each answer. Students will share their completed games via links in a Google Doc for their classmates to play. The goals are for students to synthesize information and identify main ideas from their readings and for their games to be used as review tools in future fifth grade classes.

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    © All Rights Reserved
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    Running head: THIRD ACTIVITY

    Using Technology to Teach the American Revolution: Third Activity


    Maureen Deming
    EDU 625
    Dr. Kathy Milhauser

    THIRD ACTIVITY

    Using Technology to Teach the American Revolution: Third Activity


    Sub-Topic and Technology
    This activity is meant to be a summative assessment. It addresses all the subtopic
    outlined in the Project Plan: Englands role, the Boston Tea Party, Paul Revere and the shot heard
    around the world, and Important Figures of the Revolution. Students will create an interactive
    quiz-style game that can be used in fifth grade classrooms as review tools during the social
    studies unit on the American Revolution. Since these products will be used in an authentic
    context, students have a meaningful purpose for creating the games, as well as for playing them
    (Kiang, 2014). By focusing on important ideas from the readings, this activity also helps
    students think about main idea, summarizing, and synthesizing, skills intervention students
    struggle with.
    Games were selected for this topic for several reasons. The topic is directly aligned with
    classroom material, which aids students in making connections in their learning (Sanford et al.,
    2006). Games are multimodal, allowing the creators to show their understanding through
    images, audio, color, font, and shapes (Sorenson et al., 2011). Multimodality also benefits
    players, since meaning is communicated in a variety of ways. This activity also taps into the
    innate social characteristics of games and gaming. Students form their own Communities of
    Practice by talking to each other to share problems, find answers, and discover what the other
    students are doing that might make them more successful (Sorenson et al., 2011)
    Objectives
    1. Given readings, discussions, notes, and a partner, fifth grade students in Tier II
    literacy intervention will identify five important events, people, or ideas about the
    Causes of the American Revolution.
    2. Given readings, discussions, notes, Inklewriter, and a partner, fifth grade students in

    THIRD ACTIVITY

    Tier II literacy intervention will create an interactive game that incorporates five
    important events, people, or ideas about the Causes of the American Revolution.
    3. Given readings, discussions, notes, Inklewriter, and a partner, fifth grade students in
    Tier II literacy intervention will create an interactive game that incorporates five
    supporting images, one for each important event, person, or idea.
    4. Given readings, discussions, notes, Inklewriter, and a partner, fifth grade students in
    Tier II literacy intervention will create an interactive game that asks one question
    about each important event, person, or idea, with two possible answers.
    5. Given Inklewriter and a partner, fifth grade students in Tier II literacy intervention
    will create an interactive game that provides feedback for each possible answer for
    each question.
    6. Given Inklewriter and Google Drive, fifth grade students in Tier II literacy
    intervention will share the link to their game with the teacher in a Google Doc.
    Instructions for Students
    1. With your partner, use your readings and notes to decide on five important ideas to go
    into your game. They can be people, events, laws, or ideas. Your game will be used
    by future fifth graders, so think about what would be the most important things to
    know about the causes of the Revolution.
    2. In Inklewriter, give your project an appropriate title, and put both partners names in
    the author section.
    3. Write your game as an informational text. Find an appropriate supporting image for
    each important idea.
    4. Each idea should feature a review question with two possible answers. There should
    be short feedback for each possible answer.
    5. Dont forget to pilot test your game!
    6. When finished, share your game and copy the link into a Google Doc. Share the Doc
    with your teacher. We will have an opportunity to play each others games at the end.

    THIRD ACTIVITY

    4
    Instructions for Teacher

    1. Students are already familiar with Inklewriter and Google Drive, and should not have
    any technical difficulties. If any should arise, encourage them to try to figure it out
    on their own or ask their peers. Emphasize that these will be used by fifth grade
    students in the future.
    2. Give an overview of the activity, including a written copy of the student directions
    (above). Check for student questions or misunderstandings.
    3. Have students gather materials and start working with their partner. Monitor students
    during this time to discuss their work and ask questions. Since intervention groups
    meet for short periods, this activity will require two or more meetings to complete.
    4. When all pairs have submitted their links, collect them in one Google Doc and share
    with students so they may play each others games.
    Example: Completed Activity
    Here is a link to a sample game created with Inklewriter:
    http://writer.inklestudios.com/stories/xnzv

    THIRD ACTIVITY

    5
    References

    Kiang, D. (2014). Using gaming principles to engage students. Retrieved from


    http://www.edutopia.org/blog/using-gaming-principles-engage-students-douglas-kiang
    Sanford, R., Ulicsak, M., Facer. K., & Rudd, T. (2006). Teaching with games: Using commercial
    off-the-shelf computer games in formal education. Retrieved from
    https://post.blackboard.com/bbcswebdav/pid-2595261-dt-content-rid23009041_1/courses/EDU625.901013080932/Documents/Unit
    %205%20Resources/Teaching_With_Games_Report.pdf
    Sorenseon, B. H., Meyer, B., & Egenfeldt-Nielsen, S. (2011). Serious games in education : A
    global perspective. Aarhus: Aarhus University Press.

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