GAME EVENTS INTO ACTION SEQUENCES: Students will play the board game, as described elsewhere here, and as they play they will make careful note of the dialogue that occurs through their roleplay. They should always be in character while playing, and their choices in game should reflect these characters - this is roleplay. In addition to snippets of dialogue, students should record their choices, their outcomes, and small details from the gameplay. This will drive their narratives when they write.
DIALOGUE AND CHARACTER ACTIONS: One of the goals of reading zombie stories before playing is to pay careful attention to dialogue and character choices - and how these influence the plot and theme. This should also be a part of gameplay. Characters should be talking - not students - as they sit around the table and roll dice for the lives of their characters. How would a crazy zombie killer charge into a room? What about the damsel in distress? How about the former police officer? All of these types of characters would approach every situation a little differently (or a lot!). What happens when the choices of the party end up causing someone to get infected? What will be the outcome of choosing to go into a big box retailer instead of a small mom ‘n’ pop store?
MANY AUTHORS, ONE STORY: Students will have the choice, following the game, to write a zombie narrative either as a team or individually. Co-writing has its affordances and constraints, but cohesive teams can focus on each member writing their part of the story - their dialogue and inner thinking. This could lead to a more intense and well-rounded story. It could also lead toward a cacophonous mess…but isn’t that the zombie apocalypse?