Game Integration Plan

Part 1. Game Selection

1. Title of Game: The Sports Network 2
2. Description: Students play the role of a news producer in ESPN-like broadcast sim. Kids
are placed into a new career as a managing director of a sports network. From conducting
interviews to pitching new programs, they have to try to put on good broadcasts that
cover the right material while growing their careers with every challenge.
3. Justification: I selected this game for my students because they often do not see the
relevance or connection between good writing and communication skills with their own
careers and society in general nor do they find it interesting.
Part 2. Game Integration
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Title of the Lesson: Creating Change Through Evidence and Rhetoric

Subject: English Language Arts
Grade Level: 8th grade
Learning Outcomes: By the end of the lesson, students will be able to:
a. Cite strong textual evidence to support a claim as well as draw inferences from a text.
b. Determine the central idea of a text and its development throughout the text, and its
relationship to supporting ideas.
c. Provide an objective summary of a text.
d. Determine the meaning of words and phrases used in a text.
5. State standards:
Key Ideas and Details:
a. CCSS.ELA-Literacy.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
b. CCSS.ELA-Literacy.RI.8.2
Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of
the text.
c. CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
Craft and Structure:
d. CCSS.ELA-Literacy.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
6. Duration: This lesson will span over 3 weeks (15 classes), but is very rich in content and
can possibly last longer based on students pace. There are 5 quests to complete in the

game, with 8 assessments built into the game and students cannot move on to the next
quest until they have completed the level they are on. This will allow about 2-3 days
designated to each quest so that students have enough time to complete each assignment,
engage in class discussions, feedback, and game play.
7. Game Integration: After gathering student responses as to how television networks
decide what content to show viewers, I will introduce the selected game, explain what
they are required to do and what their learning objective is.
8. Procedures:
a. This lesson will begin with a bell ringer to get students on task and think about the
lesson for the day. They will be asked to explain how they think television networks
decide what content to show viewers.
b. I will allow students to give their answers to the bell ringer and we will have a short
discussion where I ask them to name the top 3 things they think a television network
bases its decision on and why.
c. I will briefly explain the purpose of our lesson and what we want to achieve by the
time we are done which will be to complete career survey of the journalism and
broadcasting field. This will get them in the mindset and prepare them mentally for
the game they will play where they will already be acquainted with the terms we
discussed in the lesson and the game will explain it more in detail, allowing them to
practice on their own.
d. I will project the game on the white board and explain how it works, giving them a
brief walk through of each section.
e. This game includes teamwork, so I will assign them teams to work in, then I will
provide them with the website to go to. I will have a 30-minute timer on to notify
them when to log off the computer.
f. Each day I will check their work from the previous day and we will have a 10 min
wrap up at the end of class to assess what they have learned and any questions they
have.
9. Evaluation: Students will be evaluated on their ability to complete the game with a
rating of 70% or higher on all their work. I will be evaluating student writing to see how
well they are reading and comprehending informational text. The game provides
challenge activities for students who are performing on grade level and support activities
for students who are struggling with the content. There is a teacher dashboard that shows
me the percentage of students who fall in each category. This will help me to assess the
needs of my students to address their needs and provide remediation. The goal is for 70%
of students to be 70% proficient in the lessons standards based on their activity in the
game.
10. Materials Needed: Each student needs an electronic device either a phone, tablet,
desktop or laptop, Internet access is needed as the game is accessed online, student copies
of game tutorial and activity worksheets.
Part 3. Reflection

1. Support Needs: I would need administrative support to allow me use games as the main
part of my lesson in order to achieve student learning objective. Possibly I would need a
co-teacher that can assist other students and address their concerns if they are struggling.
2. Suggestions for Improvement: In order to better support my student's learning, it would
be great if this game included audio so students can hear instructions and characters
speaking, especially for my lower level students.
3. Overall Reflection on the Game Integration Activity: This activity was a helpful way
to visualize and plan how I would actually integrate a game in my class, what I would
need, how it would align to the state standards, what the purpose and goal would be and
what challenges I would face. It also allowed me to see that there are funs. ways to teach
and practice a concept by utilizing a game. I feel more comfortable using a game in my
class because I have already practiced organizing a plan with this activity and it is the
same as planning a regular lesson.