Subjects:
 Language Arts
 Art

Learner Outcomes:
    The students will need to understand the term synthesize ( to put together). They will be putting together the elements of a science fiction/fantasy to create a board game. While using elements of art and principles of design to create a finished product they will also be learning about marketing and graphic design skills necessary for careers.

Duration of Lesson:
    5 - 7 forty-five (45) minute class periods

Materials:
    Computer with Internet access
    Basic Art materials (paper, pens, markers, paint, etc..)
    Foam Core boards or mat boards for board construction
    Sculpture materials for creating game pieces (clay, styrofoam, paper mache, etc.)

Technology tools:
    Internet access
    Microsoft Word and Power Point

Teacher notes:
  A signed acceptable use policy should be on file for each student.

Procedures:
  1. Students will choose a science fiction or fantasy selection from the previous lessons, your own original story created in lesson three, or a movie or television program approved by the instructor.
    2. Students will review stories or programs to find the characters that are in conflict and decide which ones they will use in creating their game. They will want to limit the number of players to four. They will be able to use any type of character, human robotic, animal or other.
    3. Show examples of different board games and review the components of each. Discuss ways that they are successful and ways that they could have been improved. Have students begin their game project with the idea that they will be presenting these to a manufacturer for production to a mass market. Discuss marketing concepts.
    3. The game(s) will follow these guidelines:
        The object of the game will be for players representing characters to move their game pieces, one
        per player, moving from a starting point, or the first event of the story, to the finishing point.
        The first player to reach the finishing point will be the winner.
    4. Students will need to decide what events from their selected story, movie or program will be featured on their board. They will need to write a clear set of directions for their game.
    5. Students will create a rough draft or plan for their game before beginning the final construction of the game. Using foam core, mat board or other rigid material, students will cut out their board, scoring in the middle and placing tape along scoring to reinforce the seam so that the board can be folded and boxed upon completion. They will then paint, use material or other methods to add color to the board and to lay out their design.
    6. Using sculpture materials, students will create the game pieces for the game.
    7. Students will then create a container of some type to hold all of the components (including directions). Students will present their completed designs to the class and display them for others in the school.

Modifications:
  Adjustments may be made according to students' I.E.P.'s as needed.

Enrichment Activities:
  As a fun enrichment activity, instruct students to play Mythology Hangman.

Evaluation/Assessment:
  Post quiz for Language Arts component
  Completed worksheet for the Mathematics component
  Finished product for the Art component

West Virginia IGO's and National Standards:
  English Lang Arts IGO's:
     6.11, 6.14, 6.16, 6.17, 6.18, 6.19, 6.22, 6.26, 6.27, 6.32,
           6.33, 6.34, 6.35, 6.44, 6.48, 6.52, 6.54, 6.60, 6.65, 6.67,
           6.82, 6.132, 6.135, 6.136, 6.137, 6.139, 6.140, 6.141,
           6.153, 6.154, 6.156, 6.160, 7.19 - 7.37, 7.38 - 7.50, 7.52, 7.66
  Art IGO's :
     6.1, 6.8, 6.15 - 6.19, 6.24, 7.1, 7.2, 7.6, 7.8, 7.14

  National Standards for Language Arts:
      *Gathers and uses information for research purposes
      *Demonstrates competence in the general skills and strategies of the reading process
      *Demonstrates competence in the general strategies for reading a variety of literary texts

   National Standards for Art:
      *Understands and applies media, techniques, and processes related to the  visual arts
      *Knows how to use structures (e.g., sensory qualities, organization principles, expressive
      *features and functions of art)
      *Knows a range of subject matter, symbols, and potential ideas in the visual arts

    Career Clusters:
      Fine arts and Humanities
       Business and Marketing

    References:
      Hasbro Game site for reviewing boardgames
       Various boardgames for students to review
 

    Authors:
     Mark Graham, Melissa Ridenour, & Vicky Neal
     Bruceton School - Preston County Schools