Lakin Jones Windborne as a 7

th
Grade Writing Tool 1
Windborne as a 7
th
Grade Writing Tool
Written by
Lakin Jones
National University EDT 616
March 1! "#1$
Lakin Jones Windborne as a 7
th
Grade Writing Tool 2
Table o% &ontents
Teaching G'ide (vervie)************************************************************************************+
Windborne Description................................................................................................. 4
Windborne in the Classroom........................................................................................ 5
The d!antages o" Teaching #ith Games....................................................................5
Grade Le!el $tandards ................................................................................................ 7
Learning %b&ecti!es...................................................................................................... '
Where the Game "its into the C(rric(l(m .....................................................................'
What Teachers )eed to *no# +e"ore +eginning........................................................1,
-ard#are .e/(irements............................................................................................. 1,
Lessons (vervie)**********************************************************************************************11
Lesson %ne................................................................................................................ 10
Lesson One Learning Objectives......................................................................................... 13
Lesson One Setup............................................................................................................... 14
Lesson One Activity/Gameplay............................................................................................ 14
Lesson One Followup/!ebrie"ing........................................................................................ 1#
Lesson One $%tensions....................................................................................................... 1&
Lesson T#o................................................................................................................ 17
Lesson 'wo Learning Objectives......................................................................................... 1(
Lesson 'wo Setup............................................................................................................... 1(
Lesson 'wo Followup/!ebrie"ing........................................................................................ 1)
Lesson 'wo $%tensions....................................................................................................... *+
,e%erences***********************************************************************************************************"1
-bo't the -'thor .o/tional0*******************************************************************************"$
-//endices**********************************************************************************************************"1
Lakin Jones Windborne as a 7
th
Grade Writing Tool 0
Teaching G'ide (vervie)
How do students learn? This is a big question these days with so many new
technological tools. Students learn differently than they use to, so now teachers have to
know what tools to use to ensure that students are learning. But, who would have ever
thought of video/comuter games as learning tools? The thought had never crossed my
mind, but as a new educator, ! want to connect with my students in a way that hels them
to achieve knowledge. "ith technology being a common comonent of students#
everyday lives, ! have forced myself to take a chance and incororate an aroriate
video/comuter game into the
classroom. !nsiring creativity
has been taken to a whole new
level with Windborne.
This teaching guide is
designed for your seventh grade
writing class. !t is a way to e$cite and engage students in their creativity of narrative
writing and ersuasive writing as aligned with %irginia State Standards. Windborne is not
an educational game, however, this guide will illustrate features of the game that insire
students# to imagine a whole new world, while focusing on utting that image on aer.
Students will ractice ersuasive writing by studying the games advertisements.
&urthermore, students are sharening their roblem'solving and thinking skills through
the challenges resented throughout the game.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 4
Windborne Descri/tion
The Windborne website offers a good descrition of the overall game(
Windborne brings social sandbo$ creation games to the ne$t level. )$lore
a vibrant world filled with secrets to unlock and treasures to find, craft
ersonali*ed furnishings and innovative artifacts, and befriend intriguing
+in to hel build a new civili*ation. "ill you seek out the clues and
artifacts of the ancients, or ,ust loot assing islands for minerals and rare
lants? Bring along your friends while you lay, and share your creations
with the world. "here will the wind take you?
-enre( &irst erson .dventure, /0-, Simulation
0latform( 01, "indows %ista 2S03 /equired4,
"indows 5, "indows 6.7, "indows 6.8
"indborne was ublished by Hidden 0ath
)ntertainment in 3789 and is a very inviting and calm
natured game. !t offers a three'dimensional world that
you can craft and build into whatever you want. There are no time constraints as you
work to e$lore and gather minerals and resources to build with and craft anything you
want. !t teaches you how to make numerous items through the combination of materials
and challenges. )$lore various islands that each offer something different and new. :ou
can choose to hel the +in by building and defending their civili*ation. "indborne also
offers the ability to lay with others. :ou can visit your friends# islands as they float by
and trade items. ;ltimately, you work to build your own little town on your island.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 5
Windborne in the &lassroo2
;sing "indborne in the classroom allows the teacher to initiate the creativity of
students# writing. The key is to use the game as a facilitator to insire students to start
thinking in a different and more creative way to write a narrative. "indborne is a way to
connect with the students in a language that most are already fluent in, video games.
<any toics can be used for a writing romt within the game. "hile the game insires
creativity, it can also be used to ractice ersuasive writing. Students can study the
advertisement of the game and how it relates to how it made them feel about laying the
game. They can analy*e how the ad is ersuasive and use those skills to write their own
ersuasive essay. !t could also be
used in a math and ossibly a
science class. &or younger
students, determining how many
materials are still needed to make
other materials would e$ercise
their subtraction and addition skills. "indborne includes many resources that are used to
make materials we use every day. Students can learn what materials are combined to
make other materials. There are so many ways that "indborne could be used in the
classroom for writing and other sub,ects.
The -dvantages o% Teaching )ith Ga2es
The way students learn has changed. Students are now 38
st
1entury =earners and
learn through sharening their higher level thinking skills. This is done by engaging
students in the classroom and having student involvement and hands'on activities.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 1
)ducators have the ability to create enriching and engaging environments by integrating
technology into the classroom. Technology has become the normal thing for students to
know growing u now days. !t offers so many resources that teachers can use to connect
and engage students back into learning. Technology has oened u many ways for
students to sharen their 38
st
1entury Skills of communication, collaboration, creativity,
and critical thinking.
%ideo games allow students to sharen many skills they already acquire such as
memory strategies, reasoning, and even creativity. -ames can be used for motivation
when used in learning 2>ul?a @ Shirmohammadi, 37874. "ith that being said, games
engage the mind of students and kee them focused on a task or goal to meet. !t oens u
their mind to think critically, creatively, and learn memory strategies to overcome certain
obstacles. This is done by having students actively involved, in control, and by involving
animation 2>ul?a @ Shirmohammadi, 37874. Hostetter 2377A4 oints out that students
use grahics to learn first rather than using te$t now days. Because students are so fluent
in the language of video games, the way they learn has changed from using te$t first and
grahics as add'on features to getting clues from the grahics of video games first and
using te$t for more information on the grahics 2Hostetter, 377A4. .nother advantage is
that many video games allow students to connect with others through online gaming or
multi'layer games. "hen doing this, they are able to work together and collaborate to
achieve the goals of the games. .ll of the skills that are trying to be achieved can be met
by laying video games if the right games are used in the right way.
"hen focusing on the writing curriculum, video games offer unlimited
ossibilities to insire students# creativity. !t motivates them and allows them to escae to
Lakin Jones Windborne as a 7
th
Grade Writing Tool 7
different worlds. This is what sarks the imagination for student writing. .s Hostetter#s
2377A4 statement of 0rensky#s observation, B&antasy is a art of the CrealC world to the
game generation. They love being a art of itD -ame generations should have lenty to
write about since they love laying games in the fantasy world.E
Grade Level 3tandards
This G(ide is based on 2irginia $tate $tandards. 3t #ill "oc(s on the standards o"
comm(nication and #riting4 #hile incl(ding some technolog5 skills.
3T-ND-,D4 &(MMUN5&-T5(N4 36E-75NG! L53TEN5NG! MED5- L5TE,-&8
7.1 The student will articiate in and contribute to conversations, grou discussions, and
oral resentations.
a4 1ommunicate ideas and information orally in an organi*ed and succinct
manner.
7.3 The student will understand the elements of media literacy.
a4 !dentify ersuasive/informative techniques used in nonrint media including
television, radio, video, and !nternet.
3T-ND-,D4 W,5T5NG
7.7 The student will write in a variety of forms with an emhasis on e$osition, narration,
and ersuasion.
a4 !dentify intended audience.
b4 ;se a variety of rewriting strategies including grahic organi*ers to generate
and organi*e ideas.
c4 Frgani*e writing structure to fit mode or toic.
d4 )stablish a central idea and organi*ation.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 6
e4 1omose a toic sentence or thesis statement.
f4 "rite multiaragrah comositions with unity elaborating the central idea.
g4 Select vocabulary and information to enhance the central idea, tone, and voice.
i4 ;se clauses and hrases for sentence variety.
,4 /evise sentences for clarity of content including secific vocabulary and
information.
k4 ;se comuter technology to lan, draft, revise, edit, and ublish writing.
7.8 The student will edit writing for correct grammar, caitali*ation, unctuation,
selling, sentence structure, and aragrahing.
a4 ;se a variety of grahic organi*ers, including sentence diagrams, to analy*e
and imrove sentence formation and aragrah structure.
b4 1hoose aroriate ad,ectives and adverbs to enhance writing.
c4 ;se ronoun ' antecedent agreement to include indefinite ronouns.
d4 ;se sub,ect ' verb agreement with intervening hrases and clauses.
e4 )dit for verb tense consistency and oint of view.
f4 >emonstrate understanding of sentence formation by identifying the eight arts
of seech and their functions in sentences.
g4 ;se quotation marks with dialogue.
h4 ;se correct selling for commonly used words.
Lakin Jones Windborne as a 7
th
Grade Writing Tool '
Learning (b9ectives
Throughout these two lessons, students will(
>emonstrate their knowledge of ersuasive and narrative writing techniques to
understand how to imlement these techniques in writing by creating a ersuasive
essay and a narrative short story.
.ssess and critique each other#s essays to gain different ersectives by eer
reviewing in grous of three or four with 877G articiation in editing.
;se technology to lan and write both the ersuasive and narrative essays by
demonstrating the understanding of how to use the technological tools of the
game and a "ord document.
Where the Ga2e %its into the &'rric'l'2
"indborne is designed to fit into the curriculum as a learning tool that enhances
student creativity in writing. Both lessons should be used toward the end of a ersuasive
writing unit and a narrative writing unit. Students need to have studied different tyes of
ersuasive writing and understand the terminology, such as voice, tone, and mood, used
to write ersuasively. Students should have knowledge of the critical elements of
Lakin Jones Windborne as a 7
th
Grade Writing Tool 1,
narrative short stories including setting, characteri*ation, conflict, lot, and theme. The
game offers strategies for the students to ractice writing ersuasively 2using the game
advertisement as an e$amle4. "indborne e$ercises the students# creativity for writing a
short story 2based on the setting of the game4, while e$ercising other skills of the writing
rocess including brainstorming, organi*ation, and revising and editing.
What Teachers Need to 7no) :e%ore :eginning
Before imlementing "indborne into your classroom, you should take some time
to familiari*e yourself with the game and how it works. :ou can find the control keys in
.endi$ .. .lso, this :outube link has several tutorial videos on different features
available in the game. :ou can take a look at those so you can understand what all the
game has to offer. The "indborne official site offers good information on the game too.
:ou can find images and videos about the game here. The main thing is to know the
controls and how to e$lore the island so if students have any questions, you will have an
answer and they can continue e$loring.
;ard)are ,e<'ire2ents
This lan is based on the assumtion that the school has a comuter lab or mobile
comuter lab where latos can be brought into the classroom for students. The
hardware, such as headhones, comuters, etc, should be u'to'date for use. !f not the
following Hobtained from the "indborne official website H are requirements(
<inimum(
FS( "indows %ista, "indows 5 2S03 /equired4 , "indows 6.7, "indows 6.8
0rocessor( >ual core 10; 3.7-h* or faster
Lakin Jones Windborne as a 7
th
Grade Writing Tool 11
<emory( I -B /.<
-rahics( %ideo( %ideo( >irectJ 87 video card with shader 9 suort and 0assmark
%ideo Benchmark of 8A7 or above such as the following( .T! /adeon H>IAK7 or better
2H>IAK7'H>6777, /J377'/JI77L4 2/adeon H> 9377 and H> 93K7 not included4
M%!>!. -e&orce 6A77 or newer 26677, NA77'N677, or 877'577L4 2-e&orce 6A77< not
included4 !ntel H> -rahics 3K77 or higher
>irectJ( %ersion 87
Hard >rive( 8 -B available sace
.dditional Motes( "indborne requires a multi'core rocessor and at least I -B of /.<
on your comuter to run. "indborne relies on a >irectJ 87.7 or later grahics engine
which means it runs on "indows %ista, "in5, "in6, and "in6.8. "indborne will not
run on "indows J0.
OOOO%ery !mortantOOOO "indborne requires Steam to run.
The ideal number of comuters required would be one for every student 2usually between
8K'3K, deending on class si*e4. This assignment can be done in airs if this many
comuters is not ossible, so only half as many comuters would be needed.
Lessons (vervie)
=esson one will be included at the end of a ersuasive writing unit. !n lesson one,
students will be introduced to "indborne by watching an advertisement to the game.
.fter a discussion, students will get a chance to briefly lay the game. They will be given
the romt of icking their favorite video or comuter game 2it can be a real or imaginary
game4, and asked to write a ersuasive essay on why somebody should buy/lay this
game. Students will then work in grous for eer editing of their essays.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 12
=esson two will be included at the end of a narrative writing unit. !n the second
lesson, students will be able to lay the game a little more 2or introduced4 and focus on
the details. The students will be given the romt of writing a story within the setting of
the game as a narrative short story. They are only to use the setting of the game and
create the rest of the story including the characters, lot, and conflict. Students will then
work in grous for eer editing of their essays.
These lessons would more than likely be done at searate times, but taught in the
same manner as a racticing lesson on what students have learned through ersuasive and
narrative writing units. Students will be laying the game individually in each lesson,
assuming that enough comuters are available. !f not, students can artner u and take
turns laying the game.
Fbviously, teachers should send as much time as ossible laying the game
before integrating it into the instruction. "ith not having a manual to the game, teachers
need to get a good sense of what the game has to offer the students and how to navigate
it. Teachers will need to give students the hand'out of the game controls 2found in
.endi$ .4. This should be done for both lessons because the lessons will not be done
back to back, so students will need to be refreshed on the controls.
The teacher will be a facilitator in both the lessons. :ou will resent the game by
the advertisement in the first lesson and reintroduce the students to the game for the
second lesson. &or small class discussions on the toics, you will again be the facilitator
by starting the discussion and then keeing it on track. :ou will oversee that the students
are staying on toic through individual and grou activities. Students will lay the game
at their own ace, while having you there for assistance, if needed.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 10
Lesson %ne
>eending on which unit you cover first, students will either be introduced or
reintroduced to the game by watching the advertisement. Students will learn how the
game is going to be used to meet the urose of the unit, and how it relates to the writing
content they have already covered in the ersuasive writing unit. Fnce they gain
e$erience with the game, students will ractice writing ersuasively with a toic relating
to the game. This lesson will last between four to five days with a one hour class eriod
each day.
Lesson One Learning Objectives
Throughout this lesson, students will(
.naly*e a media advertisement of Windborne to gain a 877G
understanding of ersuasive writing elements by determining what
elements are used to make it ersuasive.
0ractice the writing rocess of lanning, drafting, reviewing, editing, and
ublishing by writing a ersuasive essay and eer reviewing with 877G
articiation and 877G correctly using each ste of the rocess.
;se three technology tools to lan and write the ersuasive essay by
demonstrating 877G understanding of how to use the technological tools
of the game, a "ord document, and online grahic organi*er.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 14
Lesson One Setup
Students should have learned about all the different elements of what
makes something ersuasive before beginning this lesson. To begin this lesson,
the teacher should engage the students by continuing to look at another e$amle
of ersuasive writing with the advertisement of Windborne 2other e$amles
should have been e$lored rior to the lesson4. .fter watching the ad, the teacher
will start a class discussion about the elements of ersuasive writing they have
covered rior weeks 2should only take about 87'8K minutes4.
This is where the teacher e$lains to students that the game is going to be
used as a learning tool. )$lain that
the students will be laying the game
briefly to see how the ad relates to the
game lay.
Lesson One Activity/Gameplay
-ive out and go over 2whether this is the first or second time laying the
game4 the control handout sheet 2.endi$ .4 so students will have reference to
lay the game before going to the comuter lab or handing out latos 2if done in
the classroom4. Fnce students have access to comuters that have the game
downloaded, they will then start to lay, e$lore, and see how the advertisement
ersuaded them to want to lay the game. -ame lay should be about 37'I7
minutes, ,ust enough so the students get an idea of how the game works. <ake
sure to remind students to be thinking about what elements of the advertisement
Lakin Jones Windborne as a 7
th
Grade Writing Tool 15
ersuaded them to want to lay the game. The teacher will watch the students#
activity and be there if they have any questions.
Lesson One Followup/Debriefing
>.: 8( .fter laying the game 2have students stay at comuters4, have a
short discussion on how the ad ersuaded students to want to lay the game. Be
sure students acknowledge what elements were used effectively. )$lain to
students that they are now going to be writing a ersuasive essay on their favorite
video/comuter game. <ake sure that students know they need to have quite a bit
of e$erience in the game they ick so they have good arguments. !f students
don#t have a favorite or do not lay much, they can make u a game and ersuade
eole to lay it. Tell students to think about how they felt during the commercial
and then during the game. <ake sure they understand to talk about the whole
game 2as they will see that the advertisement was much more than ,ust the
beginning of the game4. >irect them to this grahic organi*er online. Students
will begin brainstorming for their essay. "hether students are done or not have
them rint out the organi*er at the end of class to have for the ne$t day.
>.: 3( Teacher will remind students of the assignment, and students can
now finish their organi*ers by encil 2if were not able to finish on rior day4 and
begin the first draft of their aer. Teacher is there to answer any questions. >raft
should be finished today, so if it is not finished in class it will be homework.
>.: I( Teacher will e$lain that students will be eer reviewing today.
/emind students of the characteristics of ersuasive writing. >iscuss the
difference between vague and secific feedback, using Samle 0eer'/eview
Lakin Jones Windborne as a 7
th
Grade Writing Tool 11
1omments on the Smartboard or handouts. .nswer any student questions before
having students break into grous of three to four each. Students will receive the
0eer /eview 1hecklist to fill out 2.endi$ B4. !n their grous, members take
turns reading the drafts of each other. <embers react to the iece by writing
comments on the 0eer /eview 1hecklist form. Me$t, grou members share their
reactions with the writer in order to initiate discussion. .t the end of this
discussion, the 0eer /eview 1hecklist forms are given to the writer for use during
revision. -rou members reeat this rocess until all membersP drafts have been
shared. Students are to make corrections or changes to their essay at the end of
class or for homework.
>ay 9( )$lain the basics of .0. style 2if not covered before4 including title
age, running head, and reference age. Students will go back to the comuter lab
or have the latos in the classroom. ;sing "ord, they will tye u their final
essay. They will use formatting of .0. style, and rint when finished.
Lesson One $%tensions
Students could take their essays and make them into a icture ad. ;sing
Qeroof Studio, they can draw a icture to relate to the game and ick the most
ersuasive argument to ut on the image. Fnce doing this, students can ost to the
class blog 2if one is available4 so that their eers and family can see/comment on
their work.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 17
Lesson T#o
>eending on which unit you cover first, students will either be introduced or
reintroduced to the game. Students will learn how the game is going to be used to meet
the urose of the unit, and how it relates to the writing content they have already
covered in the narrative writing unit. Fnce they gain e$erience with the game, students
will ractice writing a narrative with a toic relating to the game. This lesson will last
between four to five days with a one hour class eriod each day.
Lesson 'wo Learning Objectives
Throughout this lesson, students will(
!llustrate understanding of the narrative writing elements of dialogue,
characters, lot, theme, setting, conflict, voice, and tone by writing a
multi'aragrah narrative short story based on the setting of Windborne
with 877G accuracy of using the elements.
0ractice the writing rocess of lanning, drafting, reviewing, editing, and
ublishing by writing a narrative short story and eer reviewing with
877G articiation and 877G correctly using each ste of the rocess.
;se two technology tools to lan and write the narrative short story by
demonstrating 877G understanding of how to use the technological tools
of the game and a "ord document.
Lesson 'wo Setup
To begin this lesson, the teacher should engage students in a class
discussion about all the elements of narrative writing 2dialogue, characters, lot,
Lakin Jones Windborne as a 7
th
Grade Writing Tool 16
theme, setting, conflict, voice, and tone4 that they have covered in rior weeks,
should take about 87 minutes. This is where Windborne will be introduced 2or
reintroduced4 by reading the descrition given on the "indborne website(
WindborneD)$lore a vibrant world filled with secrets to unlock
and treasures to find, craft ersonali*ed furnishings and innovative
artifacts, and befriend intriguing +in to hel build a new civili*ation. "ill
you seek out the clues and artifacts of the ancients, or ,ust loot assing
islands for minerals and rare lants? Bring along your friends while you
lay, and share your creations with the world. "here will the wind take
you?
Mow that students are ready to go lay, make sure they understand the game is
going to be used as a learning tool to sark their creativity for a narrative essay.
:ou can outline the rules of laying the game here, that they are e$ected to stay
on task and e$lore the game.
Lesson Two Activity/Gameplay
Be sure to give out the control handouts 2.endi$ .4 and go over them
whether this is the first time or the second time of laying the game. .sk students
to bring a notebook to the comuter lab or get a notebook out if done in the
Lakin Jones Windborne as a 7
th
Grade Writing Tool 1'
classroom. Fnce students are at a comuter with the game downloaded, e$lain
the assignment. )$lain that the students will be writing a narrative short story
based on the setting, and only the setting, of the game. They are to come u with
own characters, lot, dialogue, etc. So, as they lay the game, students need to
take notes about the setting and start thinking of a story they want to write based
on this setting. Mow, let students start the game. The teacher is there for any
questions and make sure students stay on
the task of e$loring the game and
taking notes on the setting.
Lesson 'wo Followup/!ebrie"ing
>.: 8( .fter students have this eriod to lay the game, make sure they
have taken detailed notes about the setting of the game. /emind students that they
will be writing a narrative short story based on the setting, and only the setting, of
the game. They are to come u with own characters, lot, dialogue, etc.
>.: 3( 2!f needed, more time can be sent laying the game this day. +ust
ush everything else back.4 Hand out the grahic organi*er found in .endi$ 1.
Students will work on the grahic organi*er and get their ideas down. Fnce
finished, they will begin writing their first draft. !f draft is not finished, this will
need to be done for homework.
>.: I( Teacher will e$lain that students will be eer reviewing today.
/emind students of the characteristics of narrative writing. >iscuss the difference
between vague and secific feedback, using Samle 0eer'/eview 1omments on
the Smartboard or handouts. .nswer any student questions before having students
Lakin Jones Windborne as a 7
th
Grade Writing Tool 2,
break into grous of three to four each. Students will receive the Marrative 0R0
0eer /eview to fill out 2.endi$ >4. !n their grous, members take turns reading
the drafts of each other. <embers react to the iece by writing comments on the
Marrative 0R0 0eer /eview form. Me$t, grou members share their reactions with
the writer in order to initiate discussion. .t the end of this discussion, the
Marrative 0R0 0eer /eview forms are given to the writer for use during revision.
-rou members reeat this rocess until all membersP drafts have been shared.
Students are to make corrections or changes to their essay at the end of class or
for homework.
>ay 9( )$lain the basics of .0. style 2if not covered before4 including title
age, running head, and reference age. Students will go back to the comuter lab
or have the latos in the classroom. ;sing "ord, they will tye u their final
essay. They will use formatting of .0. style, and rint when finished.
Lesson 'wo $%tensions
Windborne has unlimited ways to sark creativity. Students could continue
to lay the game at home and actually build their island and share with their
family. They could write different stories about the game, like creating a whole
world by imagining u different islands. Students could also ost their essay to
the class blog 2if one is available4, that way they can share it with the whole class
and their family.
Lakin Jones Windborne as a 7
th
Grade Writing Tool 21
,e%erences
>ul?a, ). @ Shirmohammadi, S. 237874. %ideo -ames in the 1lassroom. What Works?
Research into Practice. /etrieved from
htt(//www.edu.gov.on.ca/eng/literacynumeracy/insire/research/wwSvideoSgam
es.df
Hostetter, F. 2377A4. Video Games The Necessity of Incorporating Video Games as
part of Constrcti!ist "earning. -ame /esearch. /etrieved from htt(//game'
research.com/inde$.h/articles/video'games'the'necessity'of'incororating'
video'games'as'art'of'constructivist'learning/
%irginia >eartment of )ducation. 237874. )nglish Standards of =earning. /etrieved
from
htt(//www.doe.virginia.gov/testing/sol/frameworks/englishSframewks/3787/fram
eworkSenglishSA'6.df
Lakin Jones Windborne as a 7
th
Grade Writing Tool 22
Teacher ,eso'rces
Hidden 0ath )ntertainment. TTutorial %ideosU. /etrieved from
htt(//www.youtube.com/user/hiddenathentertain?featureVwatch
This site offers many tutorial videos about different asects of the game. !t would
be a great site to visit for the teacher who is ,ust starting the game and deciding
whether it would work in the classroom. The videos teach you how to do many
different asects of the game such as controls, inventory, how to make materials,
etc. This is also where the advertisement video will be found.
Qeroof. T"ebsiteU. /etrieved from htt(//www.keroof.com/
This site would be used for the e$tension activity of making an ad. !t offers a
great way to incororate more technology into the lesson. The site is where
students can create their ersuasive ad for the game.
0ersuasion <a. 237874. /eadwritethink. /etrieved from
htt(//www.readwritethink.org/files/resources/interactives/ersuasionSma/
This is the site that offers the 0ersuasive grahic organi*er. !t is a great way to
incororate and challenge students# technology skills. !t is laid very simle and
straight forward, so students can use it easily to meet the urose.
Self 0eer /eview 1omments. T0>&U. /etrieved from
htt(//www.readwritethink.org/files/resources/lessonSimages/lesson833/samleS0
/Scomments.df
Lakin Jones Windborne as a 7
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Grade Writing Tool 20
This 0>& offers e$amles of good eer reviews and not so good reviews. !t is
good to show students what is e$ected during the eer review sections and how
to e$tend of what they think. !t can be used as a great reference.
Steam. 237894. TSoftwareU. /etrieved from htt(//store.steamowered.com/
This is the system that is required to run "indborne. !t offers many other games
that could be used in the classroom. Steam is a great resource to e$lore many
other games to integrate into the classroom.
"indborne. 237894. Hidden 0ath )ntertainment. /etrieved from
htt(//www.hiddenath.com/games/windborne/
This is the main site for "indborne. !t offers details about the game, images from
the game, and videos. !t is a great lace to look at for the teacher when beginning
the game.
Lakin Jones Windborne as a 7
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Grade Writing Tool 24
About the Author (optional)
Tell a little about yourself and your e$erience.
Lakin Jones Windborne as a 7
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Grade Writing Tool 25
-//endices
.endi$ .
Lakin Jones Windborne as a 7
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Grade Writing Tool 21
Lakin Jones Windborne as a 7
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Grade Writing Tool 27
Lakin Jones Windborne as a 7
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Grade Writing Tool 26
.endi$ B 0ersuasive )ssay 0eer /eview checklist
8. !s there an intro/ hook?
3. !s the toic clear?
I. 1an you identify if the writer is arguing &F/ or .-.!MST the toic?
9. !s the thesis clear? 2!f so, underline it.4
K. .re there I suorting arguments &F/ or .-.!MST the toic?
A. .re each BF>: aragrahs devoted to one reason?
5. >o the body aragrahs have suorting detail?
6. >o the aragrahs contain good reasons, facts, or e$amles that ersuade?
N. !s the word choice secific, concrete and interesting?
87. .re the sentences clear?
88. !s the overall organi*ation of the argument effective?
83. .re the transitions between aragrahs smooth?
8I. .re there any grammatical errors?
89. .re there any selling errors?
8K. >oes the conclusion remind the reader of the osition on the issue?
8A. MF 1FMT/.1T!FMSWW 2This is formal writingWW4
Lakin Jones Windborne as a 7
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Grade Writing Tool 2'
.endi$ 1 1lima$(
Mame(
>ate(
/esolution(
Theme(
Basic Situation 2<ain characters, roblem, setting4(
)vent 8(
)vent 3(
)vent I(
Lakin Jones Windborne as a 7
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Grade Writing Tool 0,
.endi$ > 2This worksheet can also be found in the teaching resources as a 0>& from
the read'write'think website4.
Narrative PQP Peer-Review Form
;se this form to give feedback to the writer.
"riterPs Mame( :our Mame(
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
Focu
"hat arts of the writing hel you know that itPs a narrative? How can you tell that the
writing is telling a story?
"hat details does the writer include?
Praie Quetion
"hat is good about the writing? "hat should not be changed? "hy is it good?
Lakin Jones Windborne as a 7
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Grade Writing Tool 01
Quetion
.s a reader, what do you not understand?
Polih
"hat secific suggestions for imrovement can you make?