Lesson 3
Story Mapping : From Storyboard to Game Board
Embedded Files
Module 2: Lesson 3:
Module 2: Lesson 3:
Lesson Objectives: In this lesson students will:
Lesson Objectives: In this lesson students will:
Develop they IDEA teams
Develop they IDEA teams
Work in IDEA teams to begin to draft their game board.
Work in IDEA teams to begin to draft their game board.
Materials you will need for this lesson|:
Students will need materials for creating a game board. Since this is a draft layout they can use large poster paper but they will eventually need foam board or another hard surface once they have committed to the game board structure.
Students will also need art supplies for making pawns, game cards, spinner and other game materials
Vocabulary for this lesson: fact checker, designer, mechanics, note taker, rule maker, loops, draw
Introductory Min-lesson:
Refer back to the previous board game lessons.
Teacher Will: Display different board games to the students so students could see the patterns/ paths that some games take.
Allowance – The game goes around in a circle, at the start you get more money every time you go around.
Chutes & Ladders – The game goes from bottom to top in a zigzag in a grid-like manner.
Life – The game has many different types of paths you can take ultimately to one place at the end.
Q: Where does the game start?
Q: How do I know when this game ends?
Q: Where am I given the chance to make choices in the game?
Q: Where are the spots where I need to take risks in the game?
Q: Does my game include both luck and strategy choices? Are their loops based on the draw of a card or landing on a space?
Use the worksheet below as a guide to help students organize their games.
Mini-lesson continued
Divide the students into IDEA teams. An IDEA team for game planning, design and evaluation will consist of 3 to 4 students. Some of the IDEA team roles are :
Researcher/Fact Checker : This student checks for facts and event sequence in the story to be consistent with the game .
Designer: This student designs the look and feel of the game board based on its theme and goals.
Note Taker: This student supports the teams creation of the game spaces, cards and any other game mechanics developed by the team.
Rule Maker: This student develops the rules of the game, with team input.
Now, refer back to the text 'The Tale of Despereaux' and its books. Have IDEA teams draw a rough draft of the maze/ pathway that the game will look like. Make sure to make students notice the Start/ Finish/ Possible Pathways and Divergent. Use the stories plot and setting to create spaces on the game board and cards. The Fact Finder and Note Taker should check elements of the story as the board spaces are created. All spaces on the board will be connected, not sticking out.
See sample game board ideas for 'Tale of Despereaux'.
gameboardsample1.pdfgameboardsample2.pdfThere are many different shapes our spaces could be such as Shapes/ Circles/ Hexagons/ Squares/ Triangle inside Squares/ Triangles.
“While I am creating a template for how my board looks , I’m also remembering certain questions that I need to ask myself when creating it.”
Students Will: Create on a plain piece of paper a draft of how their game will look .
Teacher Will: Talk about the importance of keeping the game interesting, with all different types of spaces that give opportunities for the player to take a risk/ chance.
Possible
1. Go back three spaces
2. Pick up a card
3. Win/ Lose Money
4. Lose a turn (need to roll _______ on next move)
5. Go to a certain space
6. Do a task
Teacher Will Ask: How do certain tasks written down on board spaces affect game-play?
Students Will: Write down on their game boards what certain spaces are responsible for.
Teacher Will: Have students come up to the front of the classroom and show their boards on the Elmo, and how certain spaces are good for certain sections, and why some spaces might not be.
Students Will: Share their work/ thoughts/ ideas.
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