The Great
Game Show Challenge
A standards-based, interdisciplinary project
using the power of technology to address
New York State Standards in
GRADES 3, 4, and 5
U SE W ITH
M ASTER G URU
Table of Contents
Project Description_______________________________________________________ 1
Required Materials and Software_________________________________________ 1
New York State and New York City Standards Driving This Project__________ 2
Additional Internet Resources ____________________________________________ 4
Before You Begin ________________________________________________________ 5
Project Procedure
Introductory Activity: Who is Master Guru?____________________________ 7
Activity One: Welcome to the Show__________________________________ 9
Activity Two: Questions? Questions? _________________________________ 13
Activity Three: The Rules _____________________________________________ 17
Activity Four: The Home Game Version (optional)____________________ 20
Culminating Activity: On The Air _____________________________________ 21
Appendix (begins after page 21)
Project Introduction Letter
Fold-A-Book Instructions
Multimedia Planning Sheet
How To Write A Good Question!
Comprehensive Game Show Question Form
The Writing Process
Sample Rubrics
Certificate of Achievement
© 2003 Harbor Town Games, Inc. All rights reserved.
This project was created for Harbor Town Games by TechKNOW Associates Corporation:
26 Lori Street, Monroe Township, NJ 08831, U.S.A. 1-800-860-0773
www.techKNOWassociates.com
Permission is hereby granted to educators to make copies of portions or all the
content of this project, provided that the purposes of the copying are educational and
entirely noncommercial.
Project Description
Are your students getting bored with traditional test-prep
materials? Are you looking for new ways to challenge
your students and make learning fun? Do you want your
students to develop important critical thinking skills and
address New York State standards? Then this is the
project for you!
The Great Game Show Challenge provides your 3rd, 4th,
or 5th grade students with multiple opportunities to
prepare for the New York State assessments in an
engaging and entertaining format. Students will answer
and write questions that will help them address the New York State1 standards in
English Language Arts, Mathematics, Science, and Social Studies, The Great Game
Show Challenge encourages students to direct their own learning through inquirybased methodologies, performance-based activities, and the use of technology and
other media.
The Great Game Show Challenge is a simulation in which students are asked to
produce their own television game show. As students become involved in all aspects
of developing and producing this television program, they will develop critical
thinking skills and learn to work as a team in a collaborative environment.
The project is introduced with a letter from the president of Harbor Town Games, Inc.
Your class is asked to help develop and produce a television game show based on the
popular computer game: Master Guru. Working cooperatively, students will develop
the structure and design of the game show, write questions, organize the game show,
develop rules, and create a “Home Version” of the game show.
The project consists of a series of activities designed to help your students transform
their game show into a reality. Each activity addresses New York State standards and
can be adapted to meet specific curriculum content. Students will produce the final
game show as the culminating event to this project. Teams of students will play the
game, competing “live before a studio audience” as they use the products created
throughout the project.
This project strives to engage students by appealing to their natural creativity and
curiosity. It uses technology to build on a variety of skills and strengths allowing all
students to participate enjoy the challenge!
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4 Master Guru (Grade 3, 4, or 5)
4 A multimedia application (such as PowerPoint, HyperStudio, or AppleWorks)
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4 A word processing program (such as Word or AppleWorks)
4 A painting program (such as KidPix, HyperStudio, or AppleWorks)
4 Graphic organizer software (such as Inspiration)
1
This project can also be used to directly address New York City standards and assessments. See
page 3 for more information for New York City teachers.
Page 1
Standards Driving This Project
The Master Guru software was designed to meet New York
State standards in English Language Arts, Mathematics,
Science, and Social Studies. For documentation as to which
standards are directly addressed, you can request a report
from [email protected]. Furthermore, The Great
Game Show Challenge addresses additional standards not
supported by the game format of the software. The following is
summary of these standards.
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E NG L I SH L ANG UAG E A RT S
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Standard 1: Language for Information and Understanding – Students will listen, speak,
read, and write for information and understanding. As listeners and readers, students will
collect data, facts, and ideas; discover relationships, concepts, and generalizations;
and use knowledge generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply, and transmit
information.
Standard 3: Language for Critical Analysis and Evaluation – Students will listen, speak,
read, and write for critical analysis and evaluation. As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a variety
of established criteria. As speakers and writers, they will use oral and written language
that follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas, information
and issues.
Standard 4: Language for Social Interaction – Students will listen, speak, read, and write
for social interaction. Students will use oral and written language that follows the
accepted conventions of the English language for effective social communication with
a wide variety of people. As readers and listeners, they will use the social
communications of others to enrich their understanding of people and their views.
M AT HEM AT I C S , S C I ENC E , A N D T EC HNO L O G Y
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Standard 2: Information Systems – Students will access, generate, process, and transfer
information using appropriate technologies.
Standard 5: Technology – Students will apply technological knowledge and skills to
design, construct, use, and evaluate products and systems to satisfy human and
environmental needs.
Standard 7: Interdisciplinary Problem Solving – Students will apply the knowledge
and thinking skills of mathematics, science, and technology to address real-life
problems and make informed decisions.
C A R E E R D E V E L O PM ENT A N D O C C UPAT I O NAL S T UDI ES
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Standard 3a: Universal Foundation Skills – Students will demonstrate mastery of the
foundation skills and competencies essential for success in the workplace.
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New York City teachers have the same content and
curriculum needs as teachers throughout New York State. In
addition, the New York City Department of Education has its
own standards that set specific expectations for student
performance.
E NG L I SH L ANG UAG E A RT S
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Reading E1c and E1d: The student reads and comprehends informational materials to
develop understanding and expertise and produces written or oral work. The student
reads aloud, accurately , and in a way that makes meaning clear to listeners.
Writing E2a, E2d, and E2e: The student produces a report of information, a narrative
procedure, and a persuasive essay.
Speaking, Listening, and Viewing E3a, E3b, and E3d: The student participates in one-toone conferences with a teacher, paraprofessional, or adult volunteer. The student
participates in-group meetings. The student prepares and delivers an individual
presentation.
Conventions, Grammar, and Usage of the English Language E4a and E4b: The student
demonstrates a basic understanding of the rules of the English language in written and
oral work, and selects the structures and features of language appropriate to the
purpose, audience, and context of the work. The student demonstrates control of
grammar, paragraph structure, punctuation, sentence construction, spelling, and
usage. The student analyzes and subsequently revises work to clarify it or make it more
effective in communicating the intended message or thought. The student’s revisions
should be made in light of the purposes, audiences, and contexts that apply to the
work.
Literature E5a: The student responds to non-fiction, fiction, poetry, and drama using
interpretive, critical, and evaluative processes.
A P P L I ED L E A R N I NG S T A N D A R D S
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Problem Solving A1c: The student takes responsibility for all aspects of planning and
organizing an event or activity from concept to completion, making good use of the
resources of people, time, money, materials, and facilities.
Communication Tools and Techniques A2a: The student makes an oral presentation of
project plans or findings to an appropriate audience.
Information Tools and Techniques A3a and A3b: The student gathers information to assist
in completing project work. The student uses information technology to assist in
gathering, organizing, and presenting information.
Learning and Self-management Tools and Techniques A4a and A4b: The student learns
from models and keeps records of work activities in an orderly manner.
Tools and Techniques for Working with Others A5a, A5b, and A5c: The student responds
to a request from a client and works with others to complete a task. The student shows
or explains something clearly enough for someone else to be able to do it.
Page 3
Internet Resources
The following websites will provide more information about New York State and New
York City standards and curriculum:
4 New York State Learning Standards:
http://www.nysatl.nysed.gov/standards.html
4 New York State Education Department Curriculum, Instruction and
Assessment: http://www.emsc.nysed.gov/ciai/
4 What Every Student Should Know…And Be Able To Do:
http://www.nycenet.edu/dis/whatdidyou/
4 New York City Performance Standards Online:
http://www.nycenet.edu/dis/standards/
The following are some additional websites that will provide information useful in
completing this project:
4 TechKNOW Associates Tips and Tutorials:
4
4
4
4
4
4
http://www.techknowassociates.com/tips
Interdisciplinary Learning (Online Staff Development):
http://www.thirteen.org/edonline/concept2class/month10
SEDL: Cooperative Learning:
http://www.sedl.org/scimath/compass/v01n02/welcome.html
Collaborative Learning: http://www.wcer.wisc.edu/nise/CL1/CL/
The Jigsaw Classroom: http://www.jigsaw.org/
Teacher Rubrics Makers: http://www.teach-nology.com/web_tools/rubrics/
Rubistar Rubrics: http://rubistar.4teachers.org/
Page 4
Before You Begin
A project of this scope and magnitude takes planning. Here are some things to
consider before you begin this project:
Do I Have To Do All Of This?
The project plan is designed to meet the needs of a variety of classroom environments
and curriculums. With the exception of the optional Activity 4: The Home Game
Version you will need to complete each of the activities in order to produce your
culminating game show. However, due to time and other constraints you may want to
adapt or simplify some of the activities. Many of the activities include timesaving
suggestions, as well as enrichment ideas.
Read through the whole project to determine how each activity will best meet the
needs of your class. Make sure you have all the necessary materials before beginning
any activity. Also, feel free to change and modify any aspect of the project to suit the
interests and needs of your students.
How Long Will This Project Take?
The estimated time frame for this project is 3 – 4 weeks. However, there are many
variables (such as the number of computers you have and the individual skills and
reading levels of your students) that may affect the actual time it will take your class
to complete the project.
Each activity includes a suggested time frame, but you may have to adjust this for
your own class and circumstances. Once you begin this project, it is important to set
up a time frame and stick with it to the extent possible. Planning when to have your
culminating game show and giving students a real deadline will help keep them
focused throughout this project.
How Will This Project Help Me Address NY State Standards?
The Master Guru software is a learning tool based on New York State Standards in
English Language Arts, Mathematics, Social Studies, and Science. It is designed to
help students build critical thinking skills, which, in turn, will help them prepare for
the New York State Exams. For documentation as to how the software aligns to state
standards, you can request a report from [email protected].
In addition, the project addresses specific standards, some of which are not
supported by the game format of the software. These standards are listed on page 2
and 3. You may also wish to adapt some of the activities in order to address specific
content objectives and standards as needed.
Should Cooperative Learning Be Used With This Project?
Yes! Cooperative learning is an integral component of this project. If you haven’t used
cooperative grouping before, this may be a wonderful opportunity to ease into it. For
tips on how to organize a cooperative learning experience, visit:
http://www.sedl.org/scimath/compass/v01n02/welcome.html
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How Many Computers Do I Need?
This project is designed to work in a wide variety of school settings. You can complete
this project whether you have one computer in the classroom, several computers in
the classroom, access to a computer lab or media center, or laptop computers. There
are several things that you should do before your students can use the computer.
You should:
• Arrange computer(s) and desks (if possible) to accommodate group work.
Having students work in pairs or small cooperative groups may provide them
with more opportunities to use the computers.
• Establish rules and procedures for using the computers and Internet.
• Set up a time schedule for students so they know what they’re doing and when
it is due.
• Demonstrate each program or activity on the
computer to the whole class.
• Limit students to one activity at a time.
Students should be prepared before going to the
computer. You can assign one or two “computer
savvy” students to help other students with simple
tasks, like Internet searches or saving documents.
The following is a checklist of things you should do
before introducing this project to your students:
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Install Master Guru into each computer. Students should also have
access to the basic tool software, such as word processing and
presentation software.
Download any templates you plan to use. The required templates can be
found at http://www.techKNOWassociates.com/guru/.
Bookmark resource links students will be using to conduct additional
research.
Make sure necessary browser plug-ins are loaded and working.
Make sure your speakers are installed and working. Students will need to
hear sound for this project.
Be sure to have all reading and project handout materials copied and
available for your students ahead of time.
Prepare for what to do if the technology doesn’t work. If the printer breaks,
or your connection to the Internet goes down, you should have ready
activities as substitutes.
Can More Than One Class Participate In The Project?
Yes! The project is designed so that each class completes the activities independently.
When it comes time for the culminating event, multiple classes at the same grade
level can submit teams to compete. Each class should be given the opportunity to
contribute to the final presentation.
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Introductory Activity: Who Is Master Guru?
Expected Time Frame: 2-4 days
The Great Game Show Challenge is designed to work in conjunction with Master
Guru software. Before beginning any of the project activities, it is important that your
students become familiar with this program. This introductory activity will provide
your class with a context for becoming familiar with the software, as well as provide
them with practice in all four content areas: English Language Arts, Mathematics,
Science, and Social Studies.
Adapting this Activity: If your students are already using Master Guru, you
can modify this activity by skipping The Guru Challenge and starting
with The Review.
T HE G U R U C HAL L ENG E
Tell your students you are going to have a contest to see which student in the class
will be the “Master Guru.” There are three rounds to this game. Every student should
compete in the first round. Determine ahead of time how many games each student
will play in this first round, taking into account (1) how many students are in your
class and (2) how many computers you have and (3) how much time you have to
spend on this activity.
Up to four students can play at a time. If you have an odd number of students, you
can have some groups with only two or three students. You can also allow students
to play independently, and just keep track of their individual scores. Use a chart, like
the one below, to keep track of student’s scores. A student’s score is calculated when
the first student reaches “Master Guru” level.
In the example above, Diamond reached “Master Guru” level with 87,300 points. At
this point the other three students, Rosie, Venus, and Max, have 44,500 points,
59,500 points, and 87,200 points respectively. The game calculates points by both
how many correct answers and how quickly the student answers each question.
Page 7
Enrichment Idea: Ask students to create a chart or table to keep track of
individual scores. They can create this using Microsoft Word or similar
program. For instructions, download the document Bells & Whistles
Using Microsoft Word at http://www.techKNOWassociates.com/tips.
Students with the top scores move onto the second round, using the same conditions
as above. Approximately one third of your students should compete in round two.
Finally, the top four scores from round two compete in the final round. In this final
round, the first player to reach “Master Guru” wins the challenge.
T HE R EVI EW
By now your students should be thoroughly familiar with the Master
Guru program. Ask students to work individually or with a partner
to write a review of this software. Begin by introducing the genre of
reviews.
Most students may be familiar with book and movie reviews.
However, you may want to show them examples of reviews for
video games and software programs so that they become familiar
with the differences. Tell students that a software review has two
purposes: it should provide information about a product as well as
persuade readers to accept the reviewer’s opinion about said product.
Many reviews loosely follow a general format:
1. A rating system – It may be a number of stars, thumbs up/thumbs down, a
numeric score or other system.
2. A description of the product – what is the software like and what does it do.
3. An opinion – what you liked or did not like about the software, who should buy
this product, and why or why not?
In addition, software reviews may give practical information such as system
requirements, ease of installation, troubleshooting, and price. The following websites
have examples of typical software reviews:
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•
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http://www.kidsdomain.com/review/kdr.html
http://www.edutainingkids.com/software.html
http://www.superkids.com/
http://www.childrenssoftware.com/
The reviewer should give specific examples of what he or she liked and did not like
about the product. Encourage students to avoid vague words like “good,” “great,” or
“boring” and use more descriptive words.
Enrichment Idea: As a class, have your students choose one or two of the
reviews that they think best reflect the classes’ overall opinion and
submit these reviews to Harbor Town Games, Inc. This company is
always eager to hear honest reactions to their software.
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Activity One: Welcome to the Show
Expected time frame: 1 week
The first thing your students need to do is come up with a concept for the show. How
much flexibility you give your students is up to you. However, the more input you
allow your students, the more they will get out of the project. This will work best as a
whole class activity.
Begin by distributing the Project Introduction Letter included in the Appendix. This
letter invites your students to participate in all aspects of designing and producing a
television game show based on the Master Guru software. Carefully review the letter
with your class. Have your students generate a list of the tasks they are being asked
to do, and what they think may be involved in each task. Create a graphic organizer
with their responses on a large piece of chart paper.
The following is an example of possible student responses:
Your students should come up with some variation of this example. Although
responses may vary, it is important that your students be able to determine at least
the five main tasks: An idea for the show, rules for the show, questions, hosting the
Page 9
show, and the optional activity of creating a home game version. You may need to
guide students through the letter to determine each of these five areas.
Post this graphic organizer conspicuously in the classroom. As you continue
throughout the project, you may want to add to it. You can also check off (√) each
item as it is completed.
1 . W HAT M A K E S A “ G REAT ” G AM E S HO W
Begin with a discussion about game shows. Ask students which game shows they
like and what they like about them. You may want to show students video of some
popular game shows. Show students a few minutes of the show and ask them to take
notes about what they observe. After each show (or part of a show), ask students to
respond to the following questions:
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•
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•
What
What
What
What
did you like about the show?
didn’t you like about the show?
would you change or do differently?
would you keep the same?
Prompt students, if necessary, to be specific. Ask them to talk about the set (the
look), the action, the prizes, the host, the contestants, and the questions. As a class,
develop a rubric2 to rate the game shows in general. Students should determine the
criteria on which game shows should be evaluated.
What is a rubric? The word rubric generally means a set of criteria against
which work is judged. A good rubric insures that the assessment of these
types of tasks is both reliable and fair. A rubric can be something as simple
as a checklist as long as it specifies the criteria for evaluating a performance
task. It generally has objectives and performance indicators.
The objectives are the outcomes you are measuring. The objectives for a
game show could be:
Content – Is the show exciting enough to keep the viewer’s attention? Are
the questions interesting and relevant?
Organization – Are the rules clear and fair? Does the show make sense to
the viewer?
Presentation – Are the prizes valuable and enticing? Is the set design
attractive and visually interesting? Is the host personable?
The performance indicators refer to the scale against which each objective is
evaluated. You can use a numerical scale (0 - 1 - 2 - 3) or a descriptive
scale (Not Yet - Getting There - Meeting the Standard - Above Standard).
You can have as few as 2 indicators (yes - no) or as many as required.
You may need to guide your students through the process of developing the rubric,
but this will help them determine on which features they need to focus for their own
game show. A sample rubric is included in the Appendix. To see more rubrics, or to
learn more information about creating rubrics, visit http://rubistar.4teachers.org/ or
http://www.teach-nology.com/web_tools/rubrics/. .
2
When working with lower grades, consider using a checklist, which is a simple version of a rubric.
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2 . W HAT W O RKS , W HAT W O N ’ T !
Next, have students brainstorm what they want their game show to look like. Use the
rubric you have created as a starting point. If students said that a great game show
should have an entertaining host, then they should include that as part of their plan.
A simple T-chart, like the one below, can help students determine which features of
the computer program should be preserved and what new features should be added.
Remember: This is only an example of the types of information that should be
included. Your students may come up with very different responses. You may have to
prompt students to make a comprehensive list.
IDEAS FROM MASTER GURU GAME
- Four players take turns. Each player
represented by a symbol (globe,
mouse, computer, and book)
- Three levels of questions going from
easiest to hardest.
- One question at each level for each
subject (English Language Arts,
Math, Social Studies, and Science)
NEW IDEAS FOR SHOW
- Players spin a spinner to see which
type question they answer.
- If a player gets the questions wrong,
another player can “steal” the points
by answering the question correctly.
- A player who misses three questions
is eliminated.
By now your students are beginning to develop a picture of what the game will look
like. As the teacher, you may need to take an active role in guiding student
responses. If students come up with ideas that are unworkable or don’t make sense,
you may have to help them refine their ideas or change them. If students can’t agree
on certain points, help them reach fair compromises.
Metacognition3 Activity: This type of group meeting can be a valuable
learning experience by helping students understand the process they are
undertaking. Ask them to write about the process in their journals. You
can prompt student responses with questions such as: How did we
determine the final design of the game? What compromises did we have
to make? What do you like best about our game design? What do you
wish we had done differently?
3
Metacognition is the process of understanding one’s own thoughts and the factors that influence
them.
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3 . T HE P I T C H
It is time your student formalize their ideas into a pitch. Tell
your students that a pitch is a speech or presentation that
tries to persuade someone to buy or accept something. In
this case, you are pitching your game show idea to Harbor
Town Games to get them to accept your idea for the show.
Remind students that the company hasn’t participated in the
planning meetings so it is important to provide them a clear
picture of what the show will look, feel, and sound like.
Vocabulary Activity: This definition of pitch may be new to your students;
however, they may already know other meanings of the word. Ask
students to work with a partner to create a mini-dictionary of different
meanings of this word. For each definition, they should include the part
of speech (noun, verb, etc), how the word is used, and a sample sentence.
Students can publish their mini-dictionaries in a “Fold-A-Book.”
Instructions can be found in the Appendix.
Your class will create a multimedia presentation4 that outlines each of the important
aspects of your game idea. While this presentation will primarily be a slideshow
presentation, students may also want to create posters or models to show visual
aspects such as the set design. Some possible features that should be included in the
presentation are: the set, the music, the sequence of the show, the prizes, the host,
the contestants, and sample questions.
Divide your class into cooperative groups. Each group will be responsible for one or
more features of the show. Each group should create two to three slides that
highlight their assigned feature(s). They can use the multimedia-planning sheet,
found in the Appendix, to help them plan each slide. After each group has created its
slides, you can combine them into one presentation.
You can make the simulation seem more real by having someone pretend to be a
representative of Harbor Town Games. Another teacher, an administrator, or a
parent could play this role. Encourage students to dress in “business clothes” for
their important meeting and keep the tone of the presentation formal.
Each group should prepare what they will say ahead of time. Emphasize that
students should not write out every detail on their slide. Instead, each slide should
briefly state key facts. Students will elaborate on these facts during the presentation.
Have students prepare note cards for what they will say with each slide. Give
students plenty of time to rehearse. If students have not given speeches before, you
may have to model this for them. Discuss criteria for presenting, such as making eye
contact and speaking slowly.
4
You can find instructions for creating a slide show presentation in Microsoft PowerPoint by
downloading the document “Simple PowerPoint Presentations” from
http://www.techKNOWassociates.com/tips. To create a presentation in AppleWorks, see the online
tutorial at http://smoran.8m.com/slideshow/index.html
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Activity Two: Questions? Questions?
Expected time frame: 2 weeks
Master Guru comes with more than 2,000 questions
divided into four categories. Your students will need
to write their own questions (although not as many),
using the same format, for their game show. This
activity will help students develop an understanding
for the types of questions and the format of questions
asked on the New York State assessments.
This activity is organized as a “jigsaw.” The jigsaw is an
effective cooperative learning technique that can be used
in a wide variety of situations. To learn more about this
technique, visit http://www.jigsaw.org.
First, divide your students into cooperative groups of 4 students. As
much as possible, the groups should be diverse in terms of gender,
ethnicity, and ability. Each student in the group is assigned one content
area: English Language Arts, Mathematics, Science, and Social Studies.5 These
students will become “experts” in their content area. They will bring their expertise
back to their cooperative groups for writing the questions.
B EC O M I NG A C O NT ENT A R E A E X P E R T
Next, you will form temporary “expert groups” for each content area. All the students
assigned to English Language arts are one group; all the students assigned to
mathematics another, and so on. If you have a very large class (more than 30
students), you may want to create two “expert groups” for each content area. This will
ensure that all students have the opportunity to participate.
The first thing each expert group should do is review the Master Guru curriculum
guide for their assigned content area. This can be found in the “Flash Card Game”
section of the software, or on the software packaging. The exact content of the
curriculum guide differs with each grade level.
Students should note that each content area is divided into two or more
subcategories. Students should use the flash card game to review questions in each
subcategory and take notes on the types of questions they find. They will need to play
the game three times for each subcategory in order to determine the differences
between level 1, level 2, and level 3 questions.
Students should choose a subcategory for each “expert.” Some subcategories, such
as “English Language Arts: Comprehension” are large and can be divided among two
or three students. Other subcategories, such as “Mathematics: Number and
Numeration” can be handled by one student. It is up to each group to divide the
content area among the “experts,” although you may have to guide them in this.
5
If you have an odd number of students, some groups may need to have five students. In that situation,
two people from the group may have the same content area assigned.
Page 13
The subcategories for each grade level are as follows:
CONTENT AREA
English
Language
Arts
Mathematics
GRADE 3
- Comprehension
- Grammar
- Conventions of
GRADE 4
- Comprehension
- Grammar
- Conventions of
Language
Language
- Mathematical
- Mathematical
-
Reasoning
Number and
Numeration
Operations
Modeling/ Multiple
Representation
Measurement
Uncertainty
Patterns and Functions
-
Reasoning
Number and
Numeration
Operations
Modeling/ Multiple
Representation
Measurement
Uncertainty
Patterns and Functions
GRADE 5
-
Comprehension
Grammar
Conventions of Language
Writing/ Speaking Skills
-
Mathematical Reasoning
Number and Numeration
Operations
Modeling/ Multiple
Representation
- Measurement
- Uncertainty
- Patterns and Functions
Science
- Physical Setting
- Living Environment
- Physical Setting
- Living Environment
- Physical Setting
- Living Environment
Social
Studies
- World Communities:
- Geography
- US/NY State History
-
-
Regions
World Communities:
Cultures and
Civilizations
World Communities:
Geography
World Communities:
Economy
World Communities:
Government
History of the United States
History of Canada
History of Latin America
Geography
Economy
Government
Document Based
Questions
To help students take useful notes, you may want to provide them with copies of the
handout How to Write a Good Question, which can be found in the Appendix. This
handout will help students examine the content and format of questions in a way
that helps them write their own questions.
Page 14
W RI T I NG T HE Q U E S T I O NS
There are two aims to this activity. The first is practical; your students need to have a
pool of questions to use for the game show. The second is to provide students with a
learning activity that helps them explore the types of questions they will encounter on
various state assessments. It is important to keep these objectives in mind during
this activity. Although you are asking students to write leveled questions, don’t be too
concerned with this aspect of the task. It is more important that your students write
questions that are appropriate to the content, make sense, and use appropriate
grammar and syntax. You will need to carefully edit all student questions.
Ask your “experts” to return to their original groups with their notes. Tell your
students that each group is responsible for writing six questions6 for each assigned
subcategory. Two questions should be level 1, two questions should be level 2, and
two questions should be level 3. It is up to the “expert” for each content area to guide
the group in what types of questions are appropriate for the assigned subtopic.
However, the group should work cooperatively in writing and editing the questions.
Each group should submit their finished questions using the Comprehensive Game
Show Question handout, which can be found in the Appendix.7 They will need one
form for each question. As you review the form, remind students that writing
questions is a comprehensive activity. They need to write both the question and the
possible answers. For most questions there are four possible answers: one correct
and three incorrect. For some questions, students may have to provide additional
information, such as a reading passage, listening passage, map, graph, chart,
timeline, or graphic organizer.
6
If you have a small class, you may want each group to write nine questions (3 for each level) in order
to insure that your “pool” of questions is large enough for the game. You may also choose to
supplement the student-written questions students with some of the questions from Master Guru.
7
You can download an electronic version of this handout from the Internet. For Microsoft Word, go to
http://www.techKNOWassociates.com/guru/question1.doc and for AppleWorks, go to
http://www.techKNOWassociates.com/guru/question2.cwk.
Page 15
P R E S E N T I NG T HE G AM E
How you present the questions during the game show will depend largely on what
type of equipment your school has. The easiest format for presenting questions is
using a computer connected to a projector. You can create a slideshow with
questions and possible answers using either Microsoft PowerPoint or AppleWorks.
Have a group of students create a template for the questions and answers, and type
or copy the student created questions into the template. If you have students do this
part, make sure they are not the students that will be participating as contestants in
the actual game show.
Timesaving Tips: You can download a generic template for Microsoft
PowerPoint at http://www.techKNOWassociates.com/guru/template.ppt.
You may need to adapt this template based on the rules your students
have established for the game show. For additional PowerPoint templates
based on other popular game shows, such as Jeopardy and Who Wants to
be a Millionaire, visit
http://www.teachnet.com/lesson/misc/winnergame022500.html. These
templates can show you (and your students) a variety of ways to use
hyperlinks to make interactive games using PowerPoint.
If your school does not have access to this type of computer/projector combination,
you may want to choose one of the following alternatives:
4 Video Tape: Many schools have a system to
project videotapes. You can print out each of
the questions and answer choices and use a
video camera to record them. Then, the MC can
use the Play and Pause buttons to navigate. The
advantage of this method is that the questions
and answers can be projected to a large screen
or television. The disadvantage with this method
is the questions must be presented in the order
in which they are videotaped.
4 Poster Format: If your printer allows you to
print out poster-sized pages, you can use that
feature. Alternatively, have each group create a
poster by hand of each of their questions. Colorcode the questions by category to help keep them organized. (Red=English
Language Arts, Yellow=Mathematics, Green=Science, and Blue=Social Studies.
4 The Listening Challenge: You can save time and paper by simply reading the
questions and possible choices to the contestants. Recognize that this changes
the dynamics of the challenge by giving an advantage to auditory learners. When
determining which students will participate as contestants, keep this factor in
mind.
Page 16
Activity Three: The Rules
Expected time frame: 1 week8
In this activity, students will use the 5 stages of the writing process to write and
publish an official rulebook for their game. Although your class has already
determined the general design of the game show, it is in formally writing out the rules
that the details of the game are determined. The rulebook your students create
should include an overview of the game, the object of the game, and a procedure for
playing the game. It should include all relevant information and anticipate problems,
mistakes, and misunderstandings that might arise during the game show. The
rulebook should not include extraneous information.
This process will also help students understand the stages of the writing process and
how each of the stages works together. You can find a graphic organizer detailing the
five stages in the Appendix. Use this graphic organizer with your students to help
them become familiar with each of the stages and its importance.
P RE - W RI T I NG
The first step of the writing process is pre-writing. This can include a
variety of aspects. In the case of the rulebook pre-writing should include;
determining your purpose, defining your audience, and brainstorming
your ideas. Each of these is important in creating an effective, well-written rulebook.
First, spend some time as a class discussing why it is important to have an official
rulebook before your first game is played. Ask students the following questions:
•
•
•
Why do we need to have a rulebook?
Who will read this rulebook?
What information needs to be included in our rulebook?
Prompt students to discuss issues such as how much time contestants have to
answer, what to do in the case of a tie score, and the like. You may want to show
students a variety of rulebooks from board games to give them a frame of reference.
Next, create a graphic organizer that lists everything that needs to be covered in your
rulebook. Tell students they will be brainstorming their ideas. Let them know that
brainstorming is a process designed to generate the maximum numbers of ideas in a
short period of time. In this case, they will be “pooling” their ideas to make a master
list of ideas using a Think-Pair-Share structure.
Think-Pair-Share9 is one of the most common cooperative learning structures because
it is versatile and easy to implement. The steps are simple. First, provide students
time to “Think” individually about a topic, in this case, what needs to be included in
the rulebook. To insure individual responsibility, ask students to write down a list of
as many ideas as they can. Make sure you give students enough time to think before
moving onto the next step.
8
9
To save time, this activity can be concurrent with Activity Two.
You can learn more about Think-Pair-Share activities at:
http://www.users.csbsju.edu/~tcreed/tpsd.html or
http://www.wcer.wisc.edu/nise/CL1/CL/doingcl/thinkps.htm
Page 17
Next, students are “Paired” with a partner to discuss the topic and share their ideas.
In this case, they should compare their ideas to make a shared list. Tell students that
ideas that they both had are probably more important and should be put at the top of
the list. Remind them that they may have used different words to write about the
same idea. In addition, each pair should try to add two or three new ideas to add to
their shared list. It is important to walk around and monitor this discussion stage.
You will frequently hear things brought up that you will want to address during the
whole-group discussion.
Finally, come back together as a class to create your final graphic organizer. Ask
students to share their ideas in turn; starting with what they think is the most
important issues. Continue taking turns until all the ideas are exhausted. You may
also want to spend some time categorizing the ideas, putting related ideas together.
D RAF T I NG
You should decide if you are going to write the rulebook as a class, or
divide the sections of the rulebook and have each cooperative group
work on one section. Furthermore, some classes may want to draft
the book as a whole, and then divide into cooperative groups for revising and editing,
while others may want to draft in small groups and then come together as a class to
revise.
Writing as a class can be a very effective approach if your students are struggling
with the topic or if you want to demonstrate specific writing skills. This approach is
called shared writing. Ask students to dictate their ideas as you act as scribe.
Encourage students to build on each other’s ideas. Make sure that all students
participate at some level and that certain students don’t dominate the writing
experience. Most importantly, make sure that students are respectful of each other’s
ideas, even if they disagree.
Alternatively, students will have more direct input if you decide to have each
cooperative group tackle one section of the rulebook. In this model, each group
should present its version of the rules to the class in draft form, before moving to the
revising and editing stage. Since everyone will have to abide by these rules, it is
important that the small groups get feedback before moving on.
Remind students that the drafting stage is the time to turn their lists of ideas from
the brainstorming process into sentences and paragraphs. They shouldn’t worry too
much about mechanics, style, or organization at this point. It is more important to
get all of their ideas down on paper. They may even want to write the same idea two
or three different ways to help them see which way is best.
If you have enough computers10, it may be helpful for students to write their draft
directly onto the computer. This can be a timesaver later when students are editing
and revising. If your access to technology is limited, then the first draft can be done
on paper. Encourage students to skip lines and to write on only one side of the paper.
This will give them plenty of room to edit later.
10
If you are drafting as a whole class, you can use a computer connected to a projector. Some schools
may have “white boards” that connect to computers. This is an excellent way to demonstrate writing
skills.
Page 18
R EVI SI NG & E DI T I NG
Students should understand the difference between revising and
editing. Revising is the amending of a text in order to correct,
update, improve, or adapt it. There are typically three forms of
revisions in writing:
•
Adding on: Writers realize they have left out important details or information,
which they add to the text.
• Moving Around: Writers realize they may have to move words, sentences, or
even paragraphs in order to express their ideas clearly and fluently.
• Cutting Out: Writers may have included too much information and need to cut
out unnecessary words, sentences, and, sometimes even whole paragraphs.
This is often the most valuable revision. A simple rule of thumb is “If you don’t
need it delete it!”
Writers often revise many times, adding, moving, and cutting their words until they
are satisfied with the finished product. Only then do they begin the editing stage.
Editing, in terms of the writing process, means to make it correct. At this point, the
writer focuses on mechanics, grammar, usage, punctuation, and spelling. Some of
these things may be corrected during revising; however, it is important that students
understand that it is only at the end that this becomes the focus.
It is appropriate to use direct instruction at this stage. Research indicates that
instruction in grammar and other conventions is only effective in the context of real
student writing. Use this opportunity to conduct mini-lessons using students writing
as examples.
The result of the revising and editing stage should be a conventionally correct, fluent,
and organized piece of writing that requires only typing and/or formatting to be
completely finished.
P UBL I SHI NG
The finished rulebook is now ready to be published. Books can be
created using a variety of software programs. Most teachers use
word processors such as Microsoft Word, Works, or AppleWorks.
There are also products designed specifically for student
publication. If you are interested in learning more about student
publishing, you can request a free copy of A Guide to Publishing Student Work from:
[email protected].
Timesaving Tips: You can download a generic template for Microsoft
PowerPoint at http://www.techKNOWassociates.com/guru/book.ppt. This
template is formatted for printing as a full-sized book (9 x 12). It can also
be printed as a half-sized book (6 x 9). You can choose this option by
printing two slides per page.
Encourage students to use drawings, diagrams, photographs, or other artwork to
decorate their rulebook.
Page 19
Activity Four: The Home Game Version
Expected time frame: 1 - 2 weeks
This activity is optional. Master Guru already has a wonderful board-game version.
However, many students will enjoy making their own board game based on their
game show. If you do decide to complete this activity, it will work best if your
students have not already seen the Master Guru board game.
This activity works best with cooperative groups of 4-6 students. You can use the
same groups from the earlier activities or change your group structures. While
students should be encouraged to be creative in designing their game, it is acceptable
for groups to base their design on an existing game. For example, students could take
the game Sorry® and make a “Guru” version in which you have to answer questions
when you land on certain spaces. For some groups this might be easier than creating
a game from scratch.
To create their game, each group will have to develop an idea, build a prototype, and
create a rulebook. First, students will create a plan or a proposal for their game. They
should sketch or draw designs to accompany the plan and write down the basic rules
or procedures for playing.
Once they have a plan in place, they can begin to construct a model or prototype of
their game. Students can use a variety of materials and resources to create their
prototype. They can create game pieces from scratch, design and print out pieces on
the computer, or modify parts from existing games. Encourage students to use their
own artwork rather than using clip art.
Technology Tip: Students can create a simple computer game. Multimedia
programs like HyperStudio can be used to create a computer game. More
information on how to do this is available at the HyperStudio Web site:
http://www.hyperstudio.com/showcase/hyperlogo.html
Finally, each game should come with a rulebook. Students should
use the same process they used to make the rulebook for the
game show, including the 5 stages of the writing process. They
can use their game show rulebook as a guide.
G AM E O N
Each group will test, or demo, another group’s game and create a report that provides
feedback to the game’s creators. Students will read the rulebook and play the game
they are testing by following those rules. Players should keep careful notes while
playing. Each group will use its notes and evaluations to prepare a short report about
the game it is testing.
The report should evaluate the game: Was the game fair? Was it fun? Was it too easy
or too hard? What changes would you suggest to improve the game? The report
should also review and evaluate the rulebook for the game: Was the rulebook clear?
Was it easy to understand and follow? Did it provide answers for problems and
misunderstandings that arose or might arise while playing the game? Students may
want to include suggestions for improving the rulebook.
Page 20
Culminating Activity: On The Air
After completing this project, it is time to host your first episode of the game show.
This is one of the more important aspects of the project and will give your students a
genuine opportunity to share their accomplishments. It is important to invite people
outside your classroom, such as other classes, teachers, administrators, and parents.
Better yet, hold the presentations in the auditorium and invite everyone!
W HO ’ S D O I NG W HAT
A presentation such as this one will require your whole class to work together. The
first thing you will need to do is assign students their responsibilities. There are
things that need to be done before the day of the show and things that need to be
done during the game show.
Try to involve students in planning this event as much as possible. Students should
feel that this is their day! Some possible student responsibilities before the show
could be:
4 Create an invitation and/or posters advertising the game show. Distribute these
to other classes, teachers, administrators, and parents.
4 Decorate the auditorium or room in which you are holding the event. Use the
designs students prepared in Activity One as a model.
4 Plan and prepare refreshments for the audience.
4 Write memos or letters informing other teachers, administrators, and custodial
staff of any schedule or room changes caused by the event.
During the show it is important that every student feel that he or she is an integral
part of the production. In addition to the student contestants you may want to assign
students some of the following responsibilities, as applicable:
4
4
4
4
4
4
One or two students to emcee the event.
Readers to read questions and answers choices aloud.
Hosts and hostesses to attend to guests and the audience.
Cameraperson(s) to videotape the event.
Timekeepers and judges (as appropriate with your rules).
Sound and lighting person(s) to handle sound effects and lighting effects.
Each student should prepare what he or she will do. Give students who are speaking
publicly plenty of time to rehearse prior to the event. You may have to model good
presentation skills for your class.
In addition, your students should showcase their published rulebooks and board
games they created for this project. They may also want to display some of their early
designs as well. Many teachers take pictures of students during the project and
display these as well. Choose a space that can accommodate all the exhibits and
displays. Work should be displayed attractively using display boards, bulletin boards,
or large tables.
Finally, have fun. Remember, it is only a game!
Page 21
Project
Introduction
Letter
Robert Hartz, President
Dear Class ________________________:
As president of the Harbor Town Games, Inc., it is my pleasure to inform you
that our company is planning to take our popular software product, Master
Guru, and turn it into a thirty-minute television game show. Although several
television studios have approached us, we believe that it is students that know
Master Guru best. Therefore, we would like your class to be involved in this very
exciting project.
Apparently there is a lot involved in translating a computer program into a
television show. We believe the game show should capture the flavor or feeling
of the computer program, but still offer something new and exciting. This is
where you come in.
We want you to come up with a great idea for our game show. You will
determine the rules for the game, write the questions, and even host the first
episode of the game show. If time permits, we’d even like you to create a homegame version of the show for our fans.
I know that this sounds like a lot of work, but your teacher will guide you. I
know you will have a lot of great ideas to help make this project a big success. I
look forward to hearing from you.
Sincerely,
Robert Hartz
President
Fold-A-Book Directions
First:
Fold 1: fold paper in half lengthwise.
Fold 2: Fold in half
Fold 3: Fold in half again
Second:
Open up to first fold (lengthwise)
Cut a narrow strip between points A and C
along fold as indicated.
D
A
A
C
re
Cut he
B
Open the slit and refold side D so that all
folds crease towards the outside.
C
2
Third:
A
D
3
1
C
B
4
Bring points 1, 2, and
3 towards point 4.
Pull at points D and B to form a "plus sign."
Fourth:
Finally:
Lay flat and crease all edges.
created by Susannah Moran
TechKNOW Associate Corporation
To make a book with more pages,
paste two books together.
Templates, resources and ideas available at: www.techKNOWassociates.com/
Name:
Date:
Proposed Title:
Slide #:
of:
Sketch the Slide Design:
What you will write:
Describe interactive buttons, graphics, etc.:
What you will say:
HO W TO W R ITE A GO O D QUESTIO N !
Use this form to help you write your questions.
(Use a separate form for each subcategory)
Subcategory:
List the sections of
this subcategory
(if any):
What type of
information is
included for this
subcategory?
(Be specific)
Give an example of a
Level 1 question.
Give an example of a
Level 2 question.
Give an example of a
Level 3 question.
(Use another sheet of paper if necessary)
Describe how the
questions are made
harder at each level:
What do you have to
remember when
writing questions for
this subcategory:
C O MPR E H E N SIV E G A ME S HO W Q U E S T I O N F O R M
English Language Arts
Mathematics
Science
Social Studies
Write your question here:
Correct Response
Incorrect Response
Incorrect Response
Incorrect Response
Include additional information (such as map, graph, picture, or reading passage below or on back.
The Writing Process
Research
Brainstorm
Determine
Audience
Outlines
Publishing
Newsletters
Choose
Topic
PreWriting
Activities
Book publishing
and binding
Graphic
Organizers
Author's day and
sharing student
work
Post work
for display
Post work
on Internet
Capitalization
Revising
Spelling
"Getting it all
down"
Grab the
Audience
attention
Smooth
transitions
First
Draft
Emphasize Ideas
over Structure and
Mechanics
Add and Delete
information
Reorganize
Created by Susannah Moran: [email protected]
Editing
Refine Word
Choices
Correct
grammar
Punctuation
SA
AM
MP
P LL EE R U
UB
BR
R II C
C: F O
OR
R A PR
R EE SS EE N
NT
TA
AT
T II O
ON
N
1
Not Yet
2
Getting There
3
Meeting the
Standard
4
Above Standard
Topic and
Content
Includes little essential
information to support
argument. Includes no
sense of audience and
purpose.
Includes some essential
information to support
argument. Includes little
sense of audience and
purpose.
Includes essential
information with enough
elaboration to support
argument. Includes
some sense of audience
and purpose.
Covers the topic completely
and in depth. Includes an
understanding of audience
and purpose.
Mechanics
Includes more than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Includes between __
and __ errors in
grammar, spelling,
punctuation,
capitalization, etc.
Includes fewer than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Grammar, spelling,
punctuation, and
capitalization are correct. No
errors in text.
Cooperative
Group Work
Cannot work with others
in most situations.
Cannot share decisions
or responsibilities.
Works with others but
has difficulty sharing
decisions and
responsibilities.
Works well with others.
Takes part in most
decisions and
contributes a fair share
to group.
Works well with others.
Assumes a clear role and
related responsibilities.
Motivates others to do their
best.
Oral
Presentation
Has great difficulty
communicating ideas.
Uses poor voice
projection. Shows little
preparation or
incomplete work.
Has some difficulty
communicating ideas
due to one or more of
the following: voice
projection, lack of
preparation, or
incomplete work.
Communicates ideas
effectively with proper
voice projection.
Adequate preparation
and delivery apparent.
Communicates ideas with
enthusiasm, proper voice
projection, appropriate
language, and clear delivery.
Is able to get audience
enthusiastic or interested in
topic.
Scale:
4-6
7-10
11-14
15-16
SA
AM
MP
PLLEE R U
UB
BR
RIIC
C: F O
OR
R HO
OSST
TIIN
NG
G AN
N EV
VEEN
NT
T
Check the boxes as appropriate. Add up the
total score. Use the scale below to determine
if the student is meeting the standard
1
Not Yet
Planning and Organization
Develops a plan for the event that
considers available resources and other
variables
Implements the plan, meeting specified
deadlines
Understands priorities and uses time
effectively
Working With Others
Participates and shares responsibility for
group decisions and planning
Consults with others to plan what needs to
be done and how the work will be tackled
Takes a share of the responsibility and
workload
Self Management
Keeps accurate, orderly records (such as
“to-do” lists, schedules, budgets, minutes,
etc.)
Communicates Information
Dresses/behaves appropriately for the
event
Organizes the presentation clearly and
logically
Writes and formats appropriate information
and correspondence, including memos,
letters, invitations, posters, etc.
SCALE:
< 21 = below standard
22- 33 = approaching the standard
34 > = meeting the standard
3
5
With
Independent
Support
Awarded to
For your contribution to
The Great Game Show Challenge
On this
day of
Robert Hartz
Signature
, 20
Signature