Maiya Letourneau

0661648
Dr. Katherine Bowlby
Due Date: March 17th, 2015
English Unit Plan
Board Game Design: Grade 9 unit plan - Canadian Literature
OBJECTIVE: The objective of this unit plan is to build students online literacy skills and to
introduce them to board game design. Students will be introduced to online resources to help
them develop their ideas, and will use inspiration from Canadian novels to develop their board
games. Special attention will be given to analyzing and interpreting character development, plot,
and setting in the students novel of choice.
GENERAL LEARNING OUTCOMES:
2. Communicate information and ideas effectively and clearly, and to respond personally and
critically
8. Use writing and other ways of representing to explore, clarify, and reflect on their thoughts,
feelings, experiences, and learnings; and to use their imagination
10. Use a range of strategies to develop effective writing and other ways of representing and to
enhance their clarity, precision, and effectiveness
SPECIFIC LEARNING OUTCOMES:
2.1: participate constructively in conversation, small-group and whole-group discussion, and
debate, using a range of strategies that contribute to effective talk
2.3 : Give and follow instructions and respond to questions and directions of increasing
complexity
4.3: read widely and experience a variety of young adult fiction and literature from different
provinces and countries
9.1: demonstrate facility in using a variety of forms of writing to create texts for specific purposes
and audiences, and represent their ideas in other forms (including visual arts, music, drama) to
achieve their purposes

CONTEXT: This is a two week unit plan for a grade 9 class. The unit is intended to be an end of
year unit plan. All of the books provided have been read and discussed earlier in the term. This
is the time for students to show what they have learned, and to express their understanding of
the novel in their own creative way.

Reading Suggestions:

Life of Pi
The Apprenticeship of Duddy Kravitz
Green Grass, Running Water
Hatchet
Divergent
The Hunger Games

* Students have the option of choosing their own novel after receiving approval from the
teacher. The only requirement is that the novel must be by a Canadian author

Resources for further Game Design

The following resources will be used throughout the next two weeks to introduce students to
online devices that can be used to help them create their own board games, while engaging
them with the characters, setting, and plot of the course novels.
http://cardboardedison.tumblr.com/
meshmoon.com
http://www.readwritethink.org/classroom-resources/student-interactives/trading-cardcreator-30056.html
http://www.avatarstorytellers.com/default.asp?iId=GDDDGG

Day 1: Introduction to Board Games

Part 1: Circle Talk (30 minutes)
Begin the class in a circle and ask students to talk about their experience with board games.
Pass around a die as the speaking token, and give students the opportunity to pass if they
want
Ask students if they can think of any games that were based on novels they have read.
Examples:
Marrying Mr. Darcy, The Three Little Pigs, Clue, Game of Thrones, Harry Potter
Quidditch
How
did
playing
the game impact their relationship with the novel?

Part 2: Introducing Board Game Design (30 minutes)

Explain to students that, like novels, board games also have genres
Explain four of the main board game genres: Classic, Role Playing, Euro-Style, Deck-Building
Introduce students to the vast variety of board games and explain their different themes
Bring in a few board games (suggestions listed below) and spend the majority of the class
playing games in stations
Classic Board Games or Family Games
require players to race around the board or follow a path to reach their goal
heavy reliance on luck
simple or absurd themes
Sorry
Snakes and Ladders
Candyland
Role Playing Games
Witness
Werewolves
Avalon
Euro-Style Games
gaining victory points
usually last a certain number of turns
strong themes that inform the design
mostly strategy
Settlers of Catan
Deck-Building Games
Similar to trading card games
players build their deck over time by purchasing available cards from a pool of
cards
Dominion

Day 2: Character cards (15-30 minutes)

Objective: Today will focus on building online literacy skills, helping students engage with the
characters in their chosen novel, and teaching students how to identify key character traits that
can be incorporated into their board games.
Part 1: Circle Talk (15 minutes)
The main objective of the circle talk is to warm-up the class
To introduce the lesson, ask students who their favourite or least favourite character was (in
any of the novels listed on page one), and why.
Students have the option to pass if they do not want to say anything.
PART 2: readwritethink.org (35 minutes)
Assuming that the computer lab can be booked for this day, ask students to log on to: http://
www.readwritethink.org/classroom-resources/student-interactives/trading-cardcreator-30056.html. Here students will be able to fill out character cards, which can later be
incorporated into their board games. Although students are not required to use these cards in
their games, the sits asks simple prompting questions about the characters such as What is
your characters weakness or what do you think your characters motives are? These types
of questions can gives students more inspiration for creating their games, while also showing
the teacher how students are relating to the readings.
Students should create 3-5 character cards by the end of class
Students can create their own characters (characters that are not originally in their chosen
novels) to add to their game
Character cards are for hand in at the end of class
* If there is extra time at the end of class, ask students to share one of their character cards with
the class.

Back Up Plan
If the students do not have access to the computer lab, or if the teacher wants to focus more
on building the students manual writing skills rather than online literacy, the teacher can print
out character cards for students to fill out.
Allowing students to fill out the forms manually will also give them the opportunity to sketch
their character, giving more room for creativity

*** Another neat resource the website: http://www.avatarstorytellers.com/default.asp?

iId=GDDDGG. Unfortunately, you need to set up an account for this program which may not be
in the teachers best interest. But here you can create your own avatar characters and virtual
worlds!

Day 3: Setting (50 minutes)

Today, the primary focus will be on the novels setting. When students are sketching out
the idea for their board game, they should think about the novels setting and reflect the novels
setting in the game.
Provide a map of Canada and ask students to locate where their story takes place
Provide Canadian Geographic Magazines and ask students to create a small collage that
depicts the setting of their story. The collage will be used to inspire the backdrop of their board
game, OR if students choose they can make the collage the backdrop of their game.
Have students write a brief description of their collage for hand-in (can be handed in along
with the board game on the final day)

Day 4: Plot (50 minutes)

Today will be all about focusing on the plot of the novel and simplifying the plot into a
board game. Alternatively, students can focus on the plot of a specific aspect of the novel.
Distribute the plot chart sheet and ask students to record out the plot of the novel (see
attachments)
Ask students to create their own plot chart for their board game. They can do this by
eliminating certain elements of the initial plot chart or adding in their own twists to the plot.
Both sheets are for hand in at the end of class
Day 5: Work Day
Today is a day for students to catch up on their work from the previous two days (character
cards, setting collage and plot chart. Students can begin working on the rough draft and
planning of their board game.
Day 6: Work Day
By now, students should be beginning their final draft of their board game. They will have all
class to work on their games. Teacher should provide bristol board, markers, scissors, rulers,
and magazines.
Day 7: Last Day to Work on Game
Today is the last day to work on the board games. Students will have the day to finish their
games and begin to work on an instruction manual. Students have the option to film an
instruction manual rather than write one if they wish. (Depends on resources offered by the
school/what equipment students have.)

Day 8: Computer lab

 Students will be given one class in the computer lab to type up their instruction manual/
continue working on filming. The teacher should show students an example of a good
instruction manual and students should aim to create a professional, easy to read manual.
The manuals can be completed for homework.
Day 9: GAME DAY!!!
Give students 15 minutes at each game (four games total, as their will be four groups total.)
OR, give students the entire class at one game (pick students names out of hats to determine
what game they will play).
Ask students to take note of what went well and what didnt go well - were the instructions
clear?
Day 5: Post-Mortem
Game designers always take the time to reflect on how their games turned out. They call this
the post-mortem as a tongue-and-cheek way of saying What went wrong? Ask students to
discuss what they thought of the assignment. Did they find it helpful? Why or why not? Is
board game design something they might want to pursue? What games did they enjoy playing
the most and why?

Grading rubric:
Grades will be given based on creativity, clarity of game instructions, attention to detail
(character, setting and plot), engagement with the texts, and classroom participation.

Forms for Handout

GAME DESIGN BLUE PRINT

Designers: ______________________________________________

Name of Game: __________________________________________

Based on the novel: ______________________________________

Number of Players: ______________________________________

Estimated Time: ________________________________________

Object of the Game: _____________________________________