Caribbean University

Graduate School of Education

Master’s degree

Curriculum Segment
“Learning Dungeons and Teaching Dragons”

Karla M. Miranda Barreto

11/22/2021

ENGL 608
Dr. Paula C. Cruz-Flores
Curriculum Segment

Table of content

Curricular segment Page

Introduction

Curriculum segment

Agency or Institution for which the curriculum guide is proposed

Academic program

Subject

Level

Program’s goals (priorities)

Program’s standards

Scope and duration of the curriculum segment

Curriculum matrix (table)

Conclusion

References

Appendixes

A. Daily plans samples

B. Instructional activities samples

C. Evaluation/Assessment instruments samples

Curriculum Segment

Curriculum segment

Introduction

According to the Glossary of Education Reform, the simple definition of curriculum refers to

the lessons and academic content taught in a school or in a specific course or program. The RIDE

(Rhode Island Department of Education) defines it as a standard-based sequence of planned

experiences where students practice and achieve proficiency in content and applied learning

skills. A curriculum segment is essentially the division where each topic is explained in general

terms as a guide for teachers to detail their weekly classes. The curricular segment is divided into

thematic content, terminal objectives, enabling objectives, learning activities, strategy, resources,

assessment, instruments and the duration. The sections are also subdivided weekly by the

themes/skills, standards, activities, materials and types of evaluation.

Curriculum segment

This curriculum is designed to be proposed to the Department of Education of Puerto Rico as

a part of the regular education English academic program for secondary education. The English

Program is directed towards the development of a student who is able to communicate

effectively, both orally and in written English language. This curriculum segment will apply the

same standards of the Department of Education’s English program.

Curriculum Segment

Listening: Building on others’ ideas for knowledge

The Listening Standard includes skills for presenting information, findings, and supporting

evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and

the organization, development, substance, and style that are appropriate to purpose, audience,

and task.

Speaking: Adaptable communication and partnership collaboration

The Speaking Standard includes but is not limited to skills necessary for formal presentations,

the Speaking requires students to develop a range of broadly useful oral communication and

interpersonal skills. Students must learn to work together, express and listen carefully to ideas,

integrate information from oral, visual, quantitative, and media sources to evaluate what they

hear, use and display strategically to help achieve communicative purposes, and adapt speech to

context and task.

Reading: Text involvedness and the growth of comprehension

The Reading standard places equal importance on the complexity of what students read and

the skill with which they read. This standard defines a grade-by-grade level of text complexity

that rises from beginning reading to the college and career readiness high school level. Whatever

they are reading, students must also demonstrate a gradually growing ability to understand more

from and make fuller use of text, including making an increasing number of connections among
Curriculum Segment

ideas and between texts, considering a broader range of textual evidence, and becoming more

perceptive to contradictions, ambiguities, and poor reasoning in texts.

Writing: Text styles, responding to reading, and research

The Writing Standard recognizes the fact that some writing skills, such as the ability to plan,

revise, edit, and publish, are relevant to many types of writing, other skills are more properly

defined in terms of specific writing types: arguments, informative/explanatory texts, and

narratives. This Standard stresses the importance of the writing-reading connection by requiring

students to draw upon and write about evidence from literary and informational texts. The

significance of forms of writing: types of essays, research, and investigations, notably included

in this strand, states the importance of writing skills that are important to research and are

infused throughout the document.

Language: Conventions, applicable and effective use, and vocabulary

The Language standards include the essential “rules” of written and spoken English. The

Standard is presented as a matter of skills and abilities. The vocabulary focuses on understanding

words and phrases, their relationships, and the acquisition of new vocabulary, particularly

general academic words and phrases. (English Program Revised Curriculum Framework, Puerto

Rico Department Education, 2016)

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This curriculum has an expectancy of approximately 2 months to complete a full adventure

with each daily reunion being approximately 2 hours in length to cover doubts and provide

additional tutoring as extracurricular activity after class hours.

Over the years, Dungeons and Dragons has evolved from a game played by niche

communities to a ludic classroom activity where students can participate and most importantly

cooperate among their peers while also including themselves in a part of a community, even if it

is to a miniscule scale (Teaching with Dungeons and Dragons, 2015). The eclectic approach of

including existentialist and progressivist theories will present itself in the activities to follow as

the simplistic goal is to create an environment where students can explore their individualism

through roleplaying where they all must cooperate to reach a common goal in the story adventure

by experiencing it as the main protagonists solving puzzles exploring dungeons and slaying

dragons. The principal behind this curricular segment will be for students to immerse themselves

into learning hands-on whilst developing social skills with their peers, integrating themselves

into a social space and most importantly, beginning to develop an understanding of English as a

second language where the learning is not forced into them but rather letting them explore the

learning themselves by immersing themselves into the narrative and using additional activities to

backup learning. The resources utilized will include the teacher serving as the dungeon master,

the students that will play as the adventurers, the core Dungeons and Dragons 5th edition books

(The Players’ Handbook, Dungeons Master Guide, Monster Manual, amongst others) pencils,

papers, dice and a notebook to document their adventure notes and activities. The evaluation
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instruments utilized will be a mix of rubrics to gauge and correct the grammatical learning

applied in the activities as well as short tests with reading and comprehension questions utilized

as a guide to verify if students are understanding terminology, vocabulary and pacing in the story

and lastly special projects where students can expand on creativity where they can utilize a

manipulatives and different materials to make in-game dioramas, monsters and creature stat

blocks as well as stories for their adventure, amongst others. A daily meet up of 2 hours after

class would be decent time to attend to student’s particular learning necessities while also

helping them socialize with their peers and giving all students in the group ample time to

participate and contribute as part of the game without a pressing time constraint. Students will be

granted a 2 hour timeframe per each session to both participate in the game and roleplay as well

as complete any activity tied to the in-game lessons in a buddy system for quicker development.

The scope of content in this curriculum is meant to cover an approximate 2 months. The topic of

activating prior vocabulary knowledge would be around 1 week of instruction, character traits

would be 1 week on instruction, creative writing would be 2 weeks of instruction, the writing

process would be 2 weeks of instruction, guided questions would be 1 week of instruction and

story progression would be 2 weeks of instruction. Roleplaying as an objective would be

implemented throughout all of these activities through the development of the course.

1. Thematic content:

-Activate prior vocabulary knowledge

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-Character traits

-Writing Process

-Roleplaying

-Creative Writing

-Guided Questions

-Story Progression

2. Terminal objectives:

-Students will be able to activate prior knowledge and utilize adjective exercises to

describe the qualities of their characters.

-Students will be able to utilize adjectives to describe characters and environments.

-Students will be able to orally communicate to solve puzzles, situations and different scenarios

that will present themselves through the narrative.

Curriculum Segment

-After a drafting process, students will be able to write comprehensive paragraphs highlighting

vocabulary words.

-Students will be able to develop persuasive writing techniques as well as identify cause and

effect in texts.

3. Enabling objectives

-With the help of the teacher and after reading The Player’s Handbook, students will identify

their character’s traits with a series of exercises.

-Using creative writing activities, students will answer guided questions to develop their

character’s backstory as well as recall adventures from the day and lessons learned.

-Utilizing their character traits and creative writing activities, students will roleplay as said

character to face encounters and other activities presented.

-After the activities and games presented, the students will be able to recollect lessons to further

improve their general English vocabulary as well as recall everyday commands.

Curriculum Segment

-Utilizing previous vocabulary knowledge, students will be able to write persuasive texts and

identify cause and effect scenarios.

4. Learning activities:

-Character trait chart: Students will work to fill out a character trait worksheet with adjectives

describing their adventurer.

-Graphic Organizers

-Creative Writing and Guided Questions

-Oral reading and presentations: For encouraging verbal expression using keywords and

icebreaker questions to introduce their adventurer.

-Persuasive Writing

-Dioramas

-Group Debates

-Vocabulary Puzzles

-Reflective Diaries

5. Strategy:
Curriculum Segment

10

-The teacher will act as a facilitator and the students are responsible to achieve goals for different

tasks.

-Buddy-studies and Role-playing will be the strongest strategies utilized in the classroom

-Making connections, visualizing, descriptive writing, writing process, meaning based context,

vocabulary and language development and guided interactions will all be secondary strategies

implemented.

6. Resources:

The teacher and students will be the key components as the teacher will be the Dungeon

Master and the students will be the adventurers. Digital character sheets utilizing a computer or a

traditional character sheet printed on paper, pencils, color pencils or highlighter markers for note

taking, calculators, dice, a notebook, and the core Dungeons and Dragons 5th edition:

● 5th Edition Dungeon Master’s Guide

● 5th Edition Player’s handbook

● 5th Edition Monster Manual

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11

7. Assessment instruments:

-Reading and Comprehension Questions

-Rubrics (Written Performance, Oral Performance)

-Special Projects

-Short Tests (Quizzes)

-Observational Evaluations

-Likert Scales

8. Duration:

-Character Sheets and Introduction / 1 week on instruction

-Character Traits

-Guided Questions
Curriculum Segment

12

-Writing Process

-Creative Writing

-Roleplaying

-Adventure Introduction / 2 weeks of instruction

-Character Traits

-Sensory Language

-Problem and Solution

-Roleplaying

-Story Elements, Adventure’s Rising Action / 2 weeks of instruction

-Story Elements

-How to write text to persuade

Curriculum Segment

13

-Problem and Solution

-Roleplaying

Adventure’s Climax and Resolution / 2 weeks of instruction

-Story Elements

-How to Identify and Use Cause and Effect Words

-Problem and Solution

-Roleplaying

Curriculum Matrix

Level: Secondary Education

Grade: 7th grade

Subject: English as a Second Language

Goal(s): Developing comprehensive writing and language skills while roleplaying

Estimated duration: 2 Months

Week 1: Character Sheets and Introduction

 Curriculum Segment

14

Thematic Terminal Behavioural Learning Strategies Resources Evaluation Duration

Content Objective Objectives Activities Instruments

-Character -Activate prior -Students will -Character -Descriptiv -Teacher -Writing 1 week of
Traits knowledge activate prior Traits Sheet e writing (Dungeon Performanc instruction
knowledge to Master) e Rubric
-Guided -Drafting describe their -Roleplayin -Buddy-Stu
Questions process, writing characters g dies -Pencils -Oral
comprehensive using a series Performanc
-Writing paragraphs of adjectives. -”Meet my -Vocabular -Crayons e Rubric
Process adventurer” y and
-Oral -Students will oral language -Player’s -Reading
-Creative introductions practice presentation developme Handbook and
Writing writing nt (D&D 5th Comprehen
sentences with ED) sion
-Roleplayi a series of -Guided Questions
ng guided interaction -Dungeon
questions. Master -Reflective
Guide Diary
-Students will (D&D 5th
practice Edition)
cohesive
writing to -Paper
describe a sheets
narrative of
their -Notebook
characters.
-calculator
-Students will
recognize the -dice
use of basic
grammar and
apply it
correctly to
develop a
short character
story.

-Students will
demonstrate
their verbal
skills by
roleplaying
with peers
 Curriculum Segment

15

throughout the
adventure.

Week 2: Adventure Introduction

Thematic Terminal Behavioural Learning Strategies Resources Evaluation Duration

Content Objective Objectives Activities Instruments

-Character -Activate prior -Students will -Character -Descriptiv -Teacher -Writing 2 weeks of
Traits knowledge activate prior Traits Sheet e writing (Dungeon Performanc instruction
knowledge to Master) e Rubric
-Sensory -Reading and describe -Roleplayin -Buddy-Stu
Language Comprehension important g dies -Pencils -Observatio
characters in nal
-Problem -Prediction the story using -Problem -Vocabular -Crayons Evaluation
and a series of and y and Form
Solution -Problem adjectives. Solution language -Player’s
Solving Graphic developme Handbook -Reflective
-Roleplayi -Students will Organizer nt (D&D 5th Diary
ng recall previous ED)
adventure -Guided
moments to interaction -Dungeon
summarize in Master
their -Meaning Guide
notebooks at Based (D&D 5th
the end of the Context Edition)
session.
Visualizing -Paper
-Students will sheets
be able to
differentiate -Notebook
between the
points -calculator
established in
the story to -dice
help the
NPC’s with
their dilemmas
by
determining
the best course
to take.
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16

-Students will
demonstrate
their verbal
skills by
roleplaying
with peers to
problem solve.

Week 3: Story Elements, Adventure’s Rising Action

Thematic Terminal Behavioural Learning Strategies Resources Evaluation Duration

Content Objective Objectives Activities Instruments

-Story -Activate prior -Students will -Character -Descriptiv -Teacher -Writing 2 weeks of
Elements knowledge be able to Traits Sheet e writing (Dungeon Rubric instruction
identify story Master)
-How to -Reading and elements as -Roleplayin -Buddy-Stu -Reflective
write text Comprehension they progress g dies -Pencils Diary
to through the
persuade -Problem rising action -Problem -Vocabular -Crayons
Solving of the and y and
-Problem narrative. Solution language -Player’s
and -Comparing and Graphic developme Handbook
Solution Contrasting -Students will Organizer nt (D&D 5th
be able to ED)
-Roleplayi utilize -Guided
ng persuasive interaction -Dungeon
vocabulary to Master
write letters -Meaning Guide
and text. Based (D&D 5th
Context Edition)
-Students will
demonstrate -Visualizin -Paper
their verbal g sheets
skills by
roleplaying -Notebook
with peers to
problem solve. -calculator

-Students will -dice

practice and
demonstrate
their verbal
 Curriculum Segment

17

skills to
progress to the
story.

Week 4: Adventure’s Climax and Resolution

Thematic Terminal Behavioural Learning Strategies Resources Evaluation Duration

Content Objective Objectives Activities Instruments

-Story -Activate prior -Students will -Cause and -Descriptiv -Teacher -Writing 2 weeks of
Elements knowledge be able to Effect e writing (Dungeon Rubric instruction
identify story Graphic Master)
-How to -Reading and elements as Organizer -Buddy-Stu -Reflective
Identify Comprehension they progress dies -Pencils Diary
and Use until they -Roleplayin
Cause and -Problem reach the g -Vocabular -Crayons -Likert
Effect Solving climax and y and Scale
Words ending of the -Story language -Player’s
-Cause and narrative. Elements developme Handbook -Reading
-Problem Effect Graphic nt (D&D 5th and
and -Students will Organizer ED) Comprehen
Solution be able to -Guided sion Short
utilize cause interaction -Dungeon Test
-Roleplayi and effect Master
ng vocabulary -Meaning Guide
effectively. Based (D&D 5th
Context Edition)
-Students will
demonstrate -Visualizin -Paper
their verbal g sheets
skills by
roleplaying -Notebook
with peers to
problem solve. -calculator

-Students will -dice

practice and
demonstrate
their verbal
skills to
progress to the
story.
Curriculum Segment

18

Appendix
Weekly plan

Name: Character Sheets and Introduction

Subject (course): English 7th Grade
Week: Sept 01-Sept 05, 2021

Monday Tuesday Wednesday Thursday Friday

Theme Character Character Writing Writing Writing
/skill Traits Traits Process Process Process

Objective Students will Students will Students will Students will Students will
(s) utilize the utilize the practice their polish their practice their
Player’s Player’s drafting skills draft and oral skills by
Handbook to Handbook to to write a create a roleplaying as
create an create stats character character their
original blocks for backstory sheet with key characters and
character their detailing words and creating a
using characters as personality ideas to short
adjectives to well as read traits and present in introduction
develop different texts home origins. class. to present to
personalities, in the book to their
flaws, ideals, determine companions
amongst area of origin and begin the
others. amongst other adventure.
details.

Standard 7.R.10 7.R.10 7.R.5l 7.W.4 7.L.1

If it applies 7.W.8 7.W.4 7.L.1 7.S.6
Activities Initial Initial Initial Initial Initial

Greetings and Greetings and Greetings and Greetings and

Greetings and
simple recap of the recap of the recap of the
recap of the
explanation of previous day. previous day. previous day.
previous day.
the game. Revision of
Developmental Developmental Developmental assignment.
Developmental
Students will Students will Students will
read the begin to write use keywords
Curriculum Segment

19

Students will Player’s their and create a

begin to look Handbook with character’s clean character Developmental
over the the teacher’s backstory sheet ready for
Player’s assistance to utilizing guided presentation. The teacher
Handbook to choose areas of questions to will begin the
pick a race, interest with help with ideas. Closing story narration
class and lore to continue where the
develop a building their Closing Students will students will
character with characters do a final begin
their alongside Students will revision with presenting their
companions. guided consult with the the teacher to character to set
questions. teacher for begin the first off for their
Closing additional step of the new adventure.
Closing questions and adventure.
The teacher polishing of Closing
will revise each Students will their drafts in
character and compile their preparation for Students will
provide main ideas for their finished finish the
suggestions so their character product. session and be
students can to discuss the asked a series
polish their next day. of
descriptions. comprehensive
questions to
remember
important
details and also
ask questions
about the game
before leaving.
Materials Dice, paper Dice, paper Dice, paper Dice, paper Dice, paper
sheets, sheets, sheets, sheets, sheets,
pencils, pencils, pencils, pencils, pencils,
crayons, crayons, crayons, crayons, crayons,
Player’s Player’s Player’s Player’s Player’s
Handbook, Handbook, Handbook, Handbook, Handbook,
calculator, calculator, calculator, calculator, calculator,
Dungeon Dungeon Dungeon Dungeon Dungeon
Master’s Master’s Master’s Master’s Master’s
Guide Guide Guide Guide Guide

Evaluation Graphic Reflective Writing Writing Writing

Organizer Journal Rubric Rubric Rubric
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20

Reflective Reflective Reflective Reflective

Journal Journal Journal Journal
Oral
Performance
Rubric

Reflective
Journal

Name: Persuasive Letter and Story Elements

Subject (course): English 7th Grade
Week: Sept 20-Sept 25, 2021

Monday Tuesday Wednesday Thursday Friday

Theme Persuasive Persuasive Persuasive Dungeon Dungeon
/skill Letter Letter Letter Diorama Diorama

Objective
(s) Students will Students will Students will Students will Students will
learn the draft a present their construct a finish building
basics of persuasive group diorama using their dungeon
writing a letter to persuasive descriptions diorama to
persuasive present in letter to the of the game to utilize in
letter using class as part teacher in create a map game as a
guided of the story order to for their next means of
questions and plotline. advance adventure. progression.
ideas. through the
story plotline.

Standard 7.S.1 7.W.1 7.W.4 7.L.1d 7.L.1d

If it applies 7.W.4 7.W.4 7.S.5
Activities Initial Initial Initial Initial Initial

Greetings and Greetings, Greetings, Greetings, Greetings,

previous previous previous previous previous
session recap.session recap session recap session recap session recap
and revision of and revision of and revision of
Developmental assignment. draft Developmental the diorama

As part of a Developmental Developmental With help from Developmental

story quest, the teacher, the
Curriculum Segment

21

students will Students will Students will students will Students will
have to learn begin drafting use their create a map finish their
the basics from their group creativity to diorama of a diorama based
a literate goblin persuasive deliver a clear goblin dungeon on
NPC who will letter to draft to present using key specifications
give them convince the in class as part descriptions as given in the
useful pointers goblin chief on of the session a guide. session to
and hints on why they to convince the utilize it as a
how to write a should side goblins to fight Closing new hideout for
persuasive with them in alongside them. the goblins.
letter draft to the upcoming Students will
get the goblin battle using Closing continue Closing
village on their vocabulary finishing the
side instead of words and Students will diorama over The students
the orcs. arguments. see the the next day will roleplay to
outcome of and write about finish ties and
Closing Closing their persuasive their design explain the
essay alongside ideas in their functions of the
Students will Students will a dice roll to reflective diary. goblin dungeon
develop revise their determine how and finally
alongside the draft with the the story will document the
teacher a draft teacher and edit progress. progress in.
using guided the draft to
questions to begin the final
write a presentation
persuasive process.
letter and revise
it.
Materials Dice, paper Dice, paper Dice, paper Dice, paper Dice, paper
sheets, sheets, sheets, sheets, sheets,
pencils, pencils, pencils, pencils, pencils,
crayons, crayons, crayons, crayons, crayons,
Player’s Player’s Player’s Player’s Player’s
Handbook, Handbook, Handbook, Handbook, Handbook,
calculator, calculator, calculator, calculator, calculator,
Dungeon Dungeon Dungeon Dungeon Dungeon
Master’s Master’s Master’s Master’s Master’s
Guide Guide Guide Guide, clay, Guide, clay,
cardboard, cardboard,
fake grass, fake grass,
amongst amongst
others. others.
Evaluation Writing Writing Writing Reflective Reflective
Rubric Rubric Rubric Journal Journal
Curriculum Segment

22

Reflective Reflective Reflective

Journal Journal Journal

Instructional activities samples

-Character Traits Graphic Organizer Examples

-Creative Writing Worksheet Example

Curriculum Segment

23

-Vocabulary Puzzle Exercise Example

-Persuasive Writing Exercise Example

Curriculum Segment

24

-Reflective Diary Example

-Diorama Example
Curriculum Segment

25

Evaluation Instruments

-Reading and Comprehension Exercise Examples

-Oral Presentation Rubric Example

Curriculum Segment

26

-Written Rubric Example

-Observational Evaluation Rubric Example

Curriculum Segment

27

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x-for-years-345/

Verb List for Writing Behavioral Objectives | Center for Curriculum & Transfer Articulation |

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