Chris Pim Independent Research Project June 2015

©British Council 2015

Developing the writing of advanced EAL learners through the use of 3D immersive adventure games

Chris Pim

Independent Research Project

June 2015

This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals

Licence information | This resource is free to use for educational purposes. ©British Council 2015

Source | This resource was originally developed by Chris Pim and has been adapted by EAL Nexus.


Collaborators I would like to thank the following people and schools for their support with this project: Pupils and staff at St Mary’s Catholic Primary School, Gosport Stephen O’Donnell, Year 4/5 class teacher at St Mary’s Catholic Primary School, Gosport Students and staff at Brookfield Community School, Southampton Lyn Anstey, EAL Lead Teaching Assistant at Brookfield Community School, Southampton.


Abstract This research project set out to develop pedagogy around the use of photo-realistic 3D immersive computer games with advanced EAL learners to promote more academic use of language and consequently raise standards in writing. Peripherally, the project also considered the relevance of gaming technology for 21st-century learning and how ICT can be used to enhance language learning across the curriculum, including considering the relative merits of using interactive, touch-sensitive technologies to promote collaboration. The study was conducted in two different contexts: Secondary phase –

• a small-group of three advanced EAL learners from Years 8 and 9 • withdrawal intervention model • 12 hours of guided teaching sessions in one- or two-hour blocks

Primary phase (Key Stage 2) –

• five advanced EAL learners from Years 4 and 5 in a whole class setting • collaborative teaching model • around 30 hours of teaching over a four-week period.

Whilst this research report considers both contexts, illustrative examples and specific outcomes have been mainly drawn from the Key Stage 2 study.


Context and background The concept of being an ‘advanced EAL’ learner is complex (DfES, 2007: 2) and hard to define. It may be useful to refer to Ofsted guidance that defines advanced bilingual learners as:

…pupils who have had all or most of their school education in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background (Ofsted, 2005: 1)

Seminal studies into the writing of EAL learners (Cameron, 2003 and Cameron & Besser, 2004) highlighted specific features in writing between pupils/students using English as a mother tongue (EMT) and those using English as an additional language (EAL). This research has necessitated a renewed emphasis on teaching specific aspects of writing for EAL learners in general and more particularly for those at more advanced stages of learning EAL. Ofsted (2003) pointed out that,

…the majority of those [EAL learners] at later stages of learning English and older students are not receiving sufficient support to extend their English language competence to the higher levels of which they are capable.

In 2009 The National Strategies released a key document entitled ‘Ensuring the attainment of more advanced learners of English as an additional language’. These CPD materials were released in specific response to evidence which suggested that some advanced learners were not achieving their full potential in writing across the curriculum. The materials focused, in part, on strategies to promote more academic types of talk within the curriculum as a precursor to writing. This resonates with recent research that suggests ‘expressive language seems to be a much more powerful predictor of EAL children’s writing than for native-speaking children’ (Murphy, Kyriacou & Menon, 2015: 12). Many techniques to promote more focused academic talking were employed in the teaching sequences that emerged within this research project.


Introduction The changing paradigm for 21st-century learning There has been a distinct shift in the way that learners have begun to integrate technology into their daily lives and these changes have taken time to filter down into the sphere of education. Chapter 1 of ‘Innovations in technology for English language teaching’:

In the past, technology has predominately been used to source and consume information, whereas today’s learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. Moreover, children and young people are now becoming increasingly interested in the concept of ‘content curation’ – selecting, sifting, showcasing and sharing content with friends, family and peers (Pim, 2013: 20).

As a result of this shift, teachers are becoming ‘increasingly more inventive in their approach to engaging technologically savvy learners (Pim, 2013: 21). Routinely, digital tools are being used creatively by practitioners and learners to enhance learning across the curriculum. Using games for language learning The use of computer games for language learning has been well researched over many years (Liu, Moore, Graham & Lee, 2002). However, these studies have, for the most part been related to learning English as a second language rather than in an EAL context. Moreover, use of games to facilitate language learning has tended to be connected to the acquisition of functional language for learners at an early stage of English language learning. Games have traditionally been used to enhance language learning because they promote group play, cooperation, natural dialogue, and opportunities to use language repetitively. However, it has been argued the best digital games may not necessarily be those that have been specifically designed to teach English. Some argue that most language learning computer games are essentially vocabulary drills with game elements tacked on (Dalton, 2005: 20) and no more that thinly disguised tests (Mawer & Stanley, 2011: 15).


About photorealistic immersive games Most commercially produced photorealistic immersive games have been produced for the leisure market rather than being specifically aimed at education. These digital games feature high quality graphics, music and real digitised speech, often read by actors to enhance authenticity, contributing to the overall immersion created by playing the game. They are set within realistically rendered worlds based on real locations, alternative dystopian realities or make-believe scenarios. Plots may be set in the imagined present, past or future and tend to be drawn from genres such as adventure, action, fantasy, sci-fi or horror. Players tend to interact via a persona or 'avatar' that may be visible or not during game play. Some games involve only one player, although – increasingly – modern games feature a multi-player mode. This can add an extra dimension for collaboration and opportunity to communicate in real time. There is usually a strong storyline which can often be shaped by decisions taken during the game, making the player feel more involved. There are often extensive texts within the game that encourage reading, and most games require a player to interact with characters and the world environment, collect objects in an inventory and solve riddles and puzzles to complete the game. Digital games are subject to an age rating to determine their appropriateness for children and young people (Pegi). This is an important factor in determining the choice of game to use within an educational setting. Games considered for this research project included: The Myst series, Syberia, The Longest Journey, Tintin: Search for the Unicorn, The Room/The Room 2 and Amerzone.


Support materials Most commercially available games have a wealth of support material that can be accessed online. The game developer usually offers support material for each game via a dedicated website, offering backstory, additional media elements, walkthroughs and hints for completing the game. It is also possible to access game trailers and video walkthroughs from YouTube, and similar sites, that have been uploaded by other game players. Playing the game Modern digital adventure games usually require many hours to fully complete and it is simply not realistic, nor desirable, to visit all the locations, meet every character or solve all the puzzles. However, some sections will be more important than others, such as the beginning sequence and the ending. In some cases, the plot can be moved on rapidly by showing a video walkthrough. Some older games allow a user to import a game save position and current games usually allow progressive saving so that a player can jump back and forth to different parts of the game. This can be useful if a player has already played the game all the way through at an earlier time. Whilst there is obviously merit in allowing pupils to play the game individually, in pairs or small groups, there is also tremendous potential in playing as a whole class, projecting game play onto a large digital display. As one pupil plays the game, peers can suggest where to look, which objects to interact with, what to say to different characters (if part of the game) and generally help decide on particular courses of action at major decision points.


Organising the research project Case study at KS3 This case study, based around the game ‘The Room 2’, was organised around a model of small group withdrawal intervention teaching sessions. From an EAL perspective, any decision to withdraw learners from mainstream lessons needs careful consideration. A recent Ofsted briefing for section 5 inspections states:

Any withdrawal of EAL learners from a mainstream class should be for a specific purpose, time limited and linked to the work of the mainstream class; the subject/class teacher should be involved in all the planning (2012: 4).

For new to English or beginner EAL learners this type of provision can be problematic as the quality of talk and access to good language role models is likely to be reduced. This is partly because the majority of the learners will still be acquiring both colloquial and academic oracy, and also because practitioners tend to heavily guide the sessions. Moreover, contextualising learning for newer to English learners is particularly important and withdrawal work tends to be relatively more successful when the content is linked directly to the curriculum. Short sessions are also recommended as learners will need to catch up on work they have missed in the mainstream, else they risk falling even further behind their peers. With more advanced EAL learners, particularly older students, these factors become less important and there is opportunity to be more creative with the intervention session, both in terms of content as well as time. However, care was taken to limit sessions to one or at most two lessons per week and to vary times to avoid impacting any particular subject too frequently. Not only did this avoid core subjects, but also those more creative subjects like art and languages which students enjoyed and had the potential for high achievement. Most importantly, as advanced EAL learners, students were more likely to have the necessary oral skills to participate in thinking and talking exercises at the higher end of Bloom’s Taxonomy (Krathwohl, 2002) . These sessions provided time and space for students to work on aspects of academic talk as a prelude to writing (instructional and persuasive texts).


Case study at KS2 This case study, based around the game ‘Amerzone’, was conducted with a whole class of Year 4/5 pupils containing a number of target advanced EAL learners. It was conducted in full partnership with a mainstream class teacher. Partnership teaching, an approach favoured for many years by EAL practitioners, recognises the benefits of specialists working alongside mainstream practitioners to plan, deliver and evaluate schemes of work.

Partnership teaching means teachers working together, pooling knowledge, skills and expertise to develop a curriculum responsive to the language needs and abilities of all pupils, whether monolingual, bilingual or multilingual (Bourne & McPake,1991).

In this case study, a full scheme of work (Appendix 1 and 2) was developed around the chosen digital game. This involved playing the game, watching game walkthroughs, reading extensive texts, solving codes (ciphers), a jigsaw activity, playing vocabulary games, evaluating video game trailers, a dictogloss activity and creating iMovie game trailers. Written elements were based around descriptive and persuasive text types.


Discourse Integrating learning across the curriculum Games like ‘Amerzone’ and ‘The Room 2’ offer the opportunity to unite learning across the curriculum. These games feature a rich mystery-based storyline, with a variety of textual sources such as letters, codes and journals. Players are encouraged to interact with the texts as they reveal clues to solving puzzles and provide a backstory to events and characters that enhance the overall narrative. ‘Amerzone’ is set within two historical time periods and a geographical location that is often taught at KS2, namely rainforests. There are also strong science links, enabling work around creature adaptation, predator–prey relationships and habitats. During the topic, for example, there were opportunities to use microscopes and visualisers to inspect preserved animal specimens and the behaviour of a Venus flytrap. An integrated curriculum supports learning by making meaning more comprehensible (Krashen, 1982), enabling pupils to be relatively more successful in replicating language learning within new contexts. Through well-planned sequences of lessons (Appendix 1), EAL learners can be supported through a ‘message abundant’ approach (Gibbons, 2008) that ensures learners have numerous opportunities to internalise the main messages of the lesson. It is also in the quality of teacher-to-pupil talk that Gibbons describes as having a ‘Janus-like’ quality, which directly scaffolds language and learning towards a visible end point, such as a group presentation or independent piece of writing. Analysing the language demands of the curriculum Planning to meet the needs of EAL pupils requires practitioners to think carefully about the additional load placed on acquiring content at the same time as language. For this reason, practitioners may benefit from analysing the language demands within their own subject areas and individual schemes of work. NALDIC, in its briefing paper on ‘Language Demands’, comments that teachers:


will need to become skilful in analysing the language demands of the content they are teaching, and be aware that these demands are not simply to do with an understanding of vocabulary, sentence structures or text types, which all students will need to become familiar with, but also how language is related to the context in which it is being used, the purposes it is used for and the ways in which it is constructed in different social situations which are taken or granted by native speakers (2011: 1)

A framework for analysing language demands (Pim, 2010) was used for this purpose, e.g. for the game ‘Amerzone’ (Appendix 1). Use of a role play area/discovery corner Throughout the ‘Amerzone’ project, an area of the classroom was set aside as a ‘virtual museum’ to progressively reveal to pupils media and artefacts related to the ‘Amerzone’ world. These included screenshots taken from the game (blown up large using PosterRazor software), photos of key characters, maps/globes, different types of printed texts, an egg, old-fashioned artefacts, QR Codes, audio players with pre-recorded sounds and a Talking Photo Album containing a narrated version of the main character's journal. These materials were continually referenced, particularly at the beginning of the school day, where children were intrigued by any new objects that had


appeared overnight. The appearance of new objects tended to mirror progress through the game and whatever teaching and learning activities were planned for that day. Not only did this keep children motivated but it helped to contextualise learning and make meaning more explicit for the learners.

In one introductory activity, pupil interest was piqued by watching videos of mythical creatures captured from the ‘Amerzone‘ game. Using a QR code reader on an iPad, pupils were able to trigger the video to play by casting the iPad’s camera over a specially prepared QR code.

Use of the Interactive Whiteboard / other presentational devices Being able to project data onto a large screen was essential, whether working in a small group or a whole class session. In the secondary withdrawal context, an HDMI-connected television was ample, whereas in a whole class situation a larger screen was needed to project from computers, iPads and visualisers. With attention focused on a large screen, a practitioner can scan faces for understanding and ensure that learners are fully immersed in the experience. The interactive capability of the smart board was immensely useful as it proved possible to blank and/or freeze the screen at times, as well as develop


shared writing experiences, saving and retrieving them between sessions. In one example, pupils worked in pairs to solve a secret message encoded via a substitution cipher. This was mirrored on the IWB as a background graphic and individuals were able to come to the IWB and enter characters and words using the pen tool as they solved them. Thus, the shared writing could be saved between teaching sessions and reconstituted whenever needed.

The role of technology in promoting different types of talk to improve thinking, talking and writing The ‘use of computers as catalysts and support for learning conversation may be particularly appropriate and effective for EAL children’, (Wegerif, 2004). In particular, collaborative play around interactive computer games tends to encourage exploratory talk. As Mercer discusses in Words and Minds:

Exploratory talk is that in which partners engage critically but constructively with each other’s ideas. Relevant information is offered for joint consideration. Proposals may be challenged and counter-challenged, but if so reasons are given and alternatives offered.


Agreement is sought as a basis for progress. Knowledge is made publicly accountable and reasoning is visible in the talk (Mercer, 2000: 153)

During group game play, children have to collaborate on decisions to progress through the game. With the ‘Amerzone’ case study, game play sessions were predominately conducted in whole class situations, where one pupil was directed by the rest of the class. Decisions were taken by group voting and reasoned debates about the next course of action. Opportunities to promote more academic styles of talk were created through show-and-tell activities, such as when pupils talked informally about exhibits from the ‘virtual museum’, and during scientific exploration of objects via the visualiser. At these times practitioners were mindful of research showing that the most effective question and answer practice uses sequences to ‘guide the development of understanding’, moving learning beyond subject content so that learning becomes a ‘social and communicative process’ (Mercer, 2000: 160). The use of open-ended questioning proved to be relatively successful with more advanced EAL learners, as it gave them scope to demonstrate a fuller understanding than could have been obtained by simply answering a more closed, subject-related question. This strategy was extended to more formal presentations, such as during critical evaluations of iMovie trailers created by groups of pupils. Rehearsing vocabulary and key ideas An explicit focus on vocabulary development, where words are taught in context, will help pupils to ‘secure the command of language that they require for high achievement, particularly at upper primary and secondary school’ (Washbourne, 2013). During both case studies, vocabulary and key concepts were reinforced through a number of different games such as Top Trumps, Jenga and Bingo (Appendix 2).


Throughout, there was also an emphasis on introducing words with common roots e.g. encode/decode, exoskeleton, hydrofloat, vertebrate/invertebrate.

Long words and words derived from Latin or Greek are not necessarily more difficult for children learning EAL. Long words are made up of small words and can be made more accessible by breaking them down into their component parts (DfES, 2006, Unit 2: 72)

Opportunities for developing reading through extensive texts Both games feature different types of texts, such as cryptic clues, letters, diaries and even codes. This provided opportunities for a range of directed activities related to texts (DARTs). For example, in ‘Amerzone’, a jigsaw activity was used to fast-track pupils' knowledge of the game events through the contents of the explorer's journal. Specific writings were text-marked on the IWB to highlight particular features. On other occasions texts were reconstituted such as in a task to discover the contents of an enciphered secret message as well as when a model text was revealed orally and recreated through a dictogloss activity (Appendix 2). Dictogloss is a particularly powerful and successful activity for advanced EAL learners. It seamlessly integrates speaking, listening, reading and writing, enabling pupils to appreciate the nuances of a modelled text type (in this case persuasion) and understand the voice of the writer. Crucially the pupils never see the modelled text; they only hear it being read to them. After making notes about what they have heard, the pupils work in groups to recreate their


own version of the text. Finally each group reads out their version, allowing the practitioner to tease out particular elements for everyone to hear. Understanding media literacy and the creation of media-based texts as a bridge to writing Digital technologies are a common part of children and young people’s daily lives. In its handbook on digital literacy across the curriculum, Futurelab states that:

children need to be able to negotiate information in multiple modes (textual, visual, audio and so on) and need to learn how meaning can be represented in those modes (Hague & Payton, 2010: 7)

Photorealistic digital games are replete with multi-modality; 3D visuals, diagrams, animations, texts, sounds and music combine to create an immersive experience that cannot fail to captivate interest. There are numerous spin-offs that enable practitioners to focus on media literacy. In both case studies the focus on persuasion encouraged input around how game manufacturers market their games using persuasive game trailers. Using trailers found on the internet, pupils were asked to evaluate five games (Appendix 2) according to the agreed criteria. They were encouraged to consider persuasive techniques used in the narration as well as textual elements that overlaid the graphics. Using the trailer feature in iMovie (an iOs app), pupils worked in groups to produce their own persuasive trailer for ‘Amerzone’. They were given a choice of using one of five different templates – Coming of Age, Expedition, Fairy Tale, Narrative and Swashbuckler – and the pupils were also provided with a corresponding paper template for planning purposes. Images and movie clips were captured from the game and uploaded onto a set of iPads using AirDrop. Next the pupils worked collaboratively to place media into the template and add their own written titles/subtitles and captions. Outcomes can be viewed on the school’s blog from the link below. http://stmarysgosport.primaryblogger.co.uk/2015/02/26/amerzone-game-trailers-qr-codes-and-imovie-weve-been-very-busy/


In the final activity, footage of gameplay was captured from the game ‘Temple Run’ and an audio narration was recorded (taken from the dictogloss activity) and overlaid onto the video. Outcomes can be viewed from the link below. http://stmarysgosport.primaryblogger.co.uk/2015/03/05/using-our-persuasive-language/ Opportunities for developing writing There are numerous opportunities for developing thinking, talking and writing around playing computer games within the full range of text types. When playing interactive photo-realistic games, it is immediately apparent how fruitful the medium is for developing descriptive writing, for example around settings and characters. The format also encourages learners to produce recounts of game-play sessions. Finding solutions to puzzles and making progress through the game provides opportunities for instructional and explanation-based texts. Students can discuss/argue the relative strengths and weaknesses of any particular game or perhaps the appropriacy of its age-rating from a player's perspective. Challenging students to write persuasively, for example by producing game adverts or video trailers, is a particularly successful activity. The first significant piece of writing in the ‘Amerzone’ case study involved descriptive writing (Appendix 2). The pupils created and played a game of Top Trumps based on the creatures of the ‘Amerzone’ world. After taking part in a vocabulary Jenga game, which reinforced descriptive adjectives and an input on descriptive text type, the pupils wrote a descriptive piece about their preferred chosen creature.

http://stmarysgosport.primaryblogger.co.uk/2015/03/05/using-our-persuasive-language/


The second piece of writing was based around persuasive technique (Appendix 2). The pupils were given input on ten persuasive techniques and played a bingo game to reinforce these concepts. After evaluating a range of video game trailers against these ten techniques they worked in groups to produce an iMovie trailer for the ‘Amerzone’ game. Next, as a bridge to the writing process, the pupils undertook a dictogloss activity using a modelled text based around the game ‘Temple Run’. Finally the pupils produced a persuasive advert based on a game of their own choice.


Outcomes (also see Appendix 4) All pupils, including the EAL learners, produced two independent (unsupported by adults) pieces of extended writing – the first was a descriptive piece based around mythical creatures and the second was a persuasive advert based around the ‘Amerzone’ game (Appendix 4). Pupils also collaborated on the production of ‘Amerzone’ game iMovie trailers and video adverts for the game ‘Temple Run’. Whilst written outputs for EAL learners did not show staggering rates of improvement, their work clearly showed understanding of the genre, appropriate use of register and demonstrated many of the features of description and persuasion. There is a sense that the more advanced the EAL learner the more significant the writing improvement. Those learners who were at the early stages of advanced learner status saw the least benefits in terms of writing. Anecdotal evidence suggests that all EAL learners participated more effectively in colloquial discussion, such as through response-pair work, collaborative games and other group activities. In particular, it was observed that EAL learners became more confident in academic oral output, such as during question-and-answer sessions as well as more formal situations like show-and-tell, peer-critiquing of work and group presentations. Analysis of questionnaires from the whole class (Appendix 3) showed that 67% enjoyed the lessons as opposed to 14% who were more negative about the lessons. Also, 47% of the class ‘strongly agreed’ or ‘agreed’ that they learned more literacy through this project, as opposed to 17% who ‘strongly disagreed’ or ‘disagreed’. The vast majority were able to correctly identify which two of the six main text types the work was based upon, clearly showing they understood the main focuses of the project.


References Bourne, J. and McPake, J. (1991) Partnership Teaching: Co-operative teaching strategies for English language support in multilingual classrooms. Cameron, L. & Besser, S. (2004) Writing in English as an additional language at Key Stage 2. DfES Publications. Nottingham. Cameron, L. (2003) Writing in English as an additional language at Key Stage 4 and post-16. Ofsted: HMI 1094. University of Leeds. Dalton, E. (2005) Language Learning Games: Why, When, and How. [Electronic version]. Southern New Hampshire University. Department for Children, Schools and Families (DCSF) (2009) Ensuring the attainment of more advanced learners of EAL. DCSF Publications. London DfES. Department for Education and Skills (DfES) (2007) Ensuring the attainment of pupils learning English as an additional language: a management guide. DCSF Publications. London DfES. Department for Education and Skills (DfES) (2006) Excellence and Enjoyment: learning and teaching for bilingual children in the primary years. London DfES. Gibbons, P. (2008) Challenging Pedagogies: More than just good practice? NALDIC Quarterly, 6(2), 4–14. Hague, C. & Payton, S. (2010) Digital literacy across the curriculum. A Futurelab handbook. Krashen, S. (1982) Principles and practice in second language learning. Oxford: Pergamon Press. Krathwohl, D.R. (2002) A Revision of Bloom's Taxonomy: An Overview. THEORY INTO PRACTICE 41(4)


Liu, M., Moore, Z., Graham, L. & Lee, S. (2002) A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000. Journal of Research on Technology in Education, 34(3), 250–273. Mawer, K. and Stanley, G. (2011) Digital Play: Computer games and language aims. DELTA Publishing. Mercer, N. (2000) Words and Minds: How We Use Language To Think Together . London: Routledge. Murphy, V.A., Kyriacou, M. and Menon, P. (2015) Profiling Writing Challenges in Children with English as an Additional Language (EAL). Oxford University. NALDIC (2011) Language demands. Available online at: http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/EALanguagedemands.pdf Ofsted (2012) English as an additional language: briefing for section 5 inspection. London: OfSTED. Ofsted (2005) Could they do better? The writing of advanced bilingual learners of English at Key Stage 2. HMI survey of good practice (HMI 2452) Ofsted (2003) More advanced learners of English as an additional language in secondary schools and colleges. Ofsted Publications Centre: HMI 1102 Pim, C. (2013) Emerging technologies, emerging minds: digital innovations within the primary sector. In G. Motteram (ed.), Innovations in learning technologies for English language learning (pp. 17–42). London: British Council. Pim, C. (2010) How to support children learning English as an additional language. Cambridge: LDA.


Washbourne, A. (2013) Word Power Pilot: Improving reading for meaning through expanding vocabulary. Croydon. Wegerif, R. (2004) The role of ICT as catalyst and support for dialogue [Electronic version]. NALDIC Quarterly.1(4). Educational Dialogue Research Unit. The Open University. UK.


Appendix 1 – Planning for ‘Amerzone’ case study

Session Date ‘Amerzone’ – Content and Activity

0 Last

week of January

Prepare role play area – rainforest theme, bird egg, journal posters, talking tins, photos of key characters, Spanish text, maps, microscope, camera, etc.

1 2/2

Introduce topic • Show the Amerzone official trailer – outline scope of project

Play the game on the IWB – Ps could be asked to come up and play for the class

• Play the introduction without a visual (only sound) – discuss setting • Play introduction again (with visuals) – more discussion about setting • Collect specific language related to setting • Play up to the point where Valembois dies

2 4/2

Introduce secret message from Valembois • Explain how a cipher works • Ps try and break the code (use Cipher ppt to support) • Reveal message at end of session

3 5/2

Diary extract • Show the video of the narrated diary • Talk about the story • Jigsaw activity – events, locations, creatures, technology

4 6/2 Continue playing the game – explore house and contents

• Escape house in the hydrofloat • Use a walkthrough from YouTube (if needed)

5–6 9/2 10/2

Introduce various sections from the game – focus on creatures within the Amerzone

• Introduce Top Trumps activity • Play Jenga adjectives game (2 sets) • Ps work on their descriptions of their creature on Top Trumps • Ps swap and play Top Trumps game

7 10/2 pm

Talk about persuasive techniques in game advertising • Show the official video trailer of the Amerzone Game • Discuss the video trailer – content, style, genre, target audience,

PEGI age rating, etc. • ‘Magpie’ specific language relevant to the genre (Adventure) • Draw out persuasive techniques used in the video • Show other game trailers – Ps fill in recording grid • Play Persuasion Bingo game

8 11/2 Create iMovie persuasive video trailer for Amerzone game

9 23/2 Persuasion Dictogloss (Temple Run)

10–11 25/2 27/2 Writing task – persuasive video game advert


Curriculum Objectives

Key Activities Language Functions Language Features Language Structures Academic Vocabulary

Amerzone To promote more academic use of oral language as a prelude to writing

- Descriptive writing - Writing to

persuade

Playing the photorealistic immersive adventure game, ‘Amerzone’. Playing specific sections as a whole class using the IWB and watching YouTube play-throughs Watching the ‘Amerzone’ diary video Reading tasks – diary, coded message Interacting with role play area QR Code animals Word games – Jenga (adjectives) Animals Top Trumps Writing Task Watching and analysing YouTube video game adverts Word games – Bingo, Brucie’s Generation Game Dictogloss activity Making video game advert – iMovie Trailers Writing Task

Developing a narrative – setting and plot, 5-part story structure Ask and answer questions, make predictions, express possibility, role play Describe, explain and justify (animal characteristics) Persuasion (game advertisement)

Features of recount e.g. informal tone, past tense, first person perspective, factual Descriptive language - use of adjectives, active verbs, adverbs, simile and metaphor, hyperbole, e.g.: agile, fierce, majestic, cunning … stealthily, aggressively … like lightning, in a flash, razor sharp … Explain and Justify – give reasons, compare and contrast 10 persuasive devices: rhetorical question, hook, hyperbole, authoritative tone, emotive language, alliteration, quotations, personal touch, repetition, list of three Simple present tense Informal register Facts vs. Opinions

Cause and effect … because/so that/therefore … … resulting in/creating/causing … … consequently … since … It is possible/likely probable/ certain that … Time connectives Connectives (to reinforce a view) also, additionally, as well, moreover, etc. Superlatives – most …, biggest, largest, etc. Alliterative phrases Slogans e.g. ‘Become your world …’, ‘It’s your world …’

rainforest canopy

species predator

prey decomposer food chain

biologist scientist botanist ecologist

poisonous venomous medicinal

carnivorous herbivorous

gameplay interface

multi-player collaborative

unique

epic unrivalled original singular extreme

outstanding graphic

immersive


Appendix 2 – Example resources for the ‘Amerzone’ case study

The White Geese

I have done a terrible thing. I have betrayed the Indians of the Amerzone, a people who were once my friends. Ten years ago I stole the last egg of the beautiful birds they call the white geese. I took it back to Europe for my own gain. Please make right the wrong I have done. I am an old man and beg you to return the egg to the Indians. Take the hydrofloat! Once again I wish to see the majestic birds soaring over the volcanoes of the Amerzone.

Alexandre Valembois

Amerzone cryptic message – Cipher


Descriptive vocabulary building – Jenga

Introduction

This is a fun way of introducing or reviewing key vocabulary or concepts from any curriculum area.

Preparing the game

Place a piece of scotch tape onto one side of each Jenga block. This preserves the blocks so that they can be reused time and again. A word or short phrase can be written onto every block or as many blocks as needed.

Playing the game

The class is split into two teams. One member from the starting team comes forward and pulls a block out of the Jenga tower. Then, without any help from their teammates, that pupil must correctly define the vocabulary word/phrase.

If they get the word correct: they put the Jenga block down on the table and a teammate from the opposing side comes up and has to add that block to the top of the tower. Then that pupil pulls a block from the tower and the cycle begins again.

If the pupil gets the word incorrect: they put the Jenga block down on the table and another member from their team must come up and put the block on the top of the tower. Then that pupil continues the process.

As in the normal game, the team which knocks the tower down is the loser.

amphibious ancient anthropoid aquatic arboreal camouflage carnivorous cunning curious cute downy extinct feathered feral ferocious flightless fluffy freshwater gigantic herbivorous horned indigenous insectivorous intelligent majestic mammalian medicinal migratory mutant native nervous nocturnal omnivorous parasitic poisonous polymorphous predatory pygmy saltwater savage scaly shy simian social solitary spiny tame temperate territorial timid transgenic venomous vertebrate vicious volcanic webbed wild


Top Trumps


Bingo Persuasion Callouts – print, cut out and laminate.

This is an example of personal touch…

This is a quotation…

This is a rhetorical question…

‘How far do you think you can run?’ This is an example of...?

This is an example of alliteration…

‘Glorious Graphics’ is an example of...?

This is an example of how to use emotive language…

‘…a thrilling, exhilarating ride…’ is an example of the use of...

This is an example of hyperbole…

‘Once you’ve played Temple Run, you’ll never want to sleep again.’ This sentence is an example of what?

‘…run, run as fast as you can…’ is an example of what?

What is this sentence an example of? ‘Minecraft is creative, educational and fun.’


Solution

Callouts Bingo Card How far do you think you can run? This is an example of...?

Rhetorical question

‘Glorious Graphics’ is an example of...?

Alliteration

‘…a thrilling, exhilarating ride…’ is an example of the use of...

Emotive language

‘Once you’ve played Temple Run, you’ll never want to sleep again.’ This sentence is an example of what…?

Hyperbole

‘…run, run as fast as you can…’ is an example of what…?

Repetition

What is this sentence an example of? ‘Minecraft is creative, educational and fun.’

List of 3

This is a rhetorical question… What are you waiting for? This is an example of Alliteration…

moody music

This is an example of personal touch…

It’s your world - the adventure is up to you!

This is a quotation… “Temple Run will be an instant hit” (GameWatchNow 2012),

This is an example of hyperbole…

‘Candy Crush Saga’ – the most addictive game of all time

This is an example of how to use emotive language…

An adventure that’s both heroic and epic


Example Bingo Cards – print, cut out and laminate.

Produced using Osric’s Bingo Card Generator http://osric.com/bingo-card-generator/

http://osric.com/bingo-card-generator/


Persuasive devices in video game advertising

Game Persuasive device

Amerzone

Myst Revelation

Minecraft

Tintin

The Longest Journey


Dictogloss Introduction Pupils hear formal language used repeatedly in context and work collaboratively to construct a similar text. This enables the pupils to adopt the ‘voice’ of the writer. Dictogloss integrates speaking, listening, reading and writing. However, this activity relies upon the learners never seeing the original text (except perhaps at the end of the activity). The 5 stages of Dictogloss

1. The teacher reads the text aloud at normal speed and the children listen without taking notes. 2. The teacher reads the text aloud a second time and the children make notes in a grid provided. 3. The teacher reads the text aloud for the third time and the children add to their notes. 4. The children spend 10–15 minutes in small groups constructing a meaningful, cohesive text that

might contain a number of features of the original. 5. The teacher leads a discussion based on the text written by one or more of the groups. This

discussion might focus on concepts, meaning, cohesion, text type (e.g. persuasion), register, key phrases, technical vocabulary or any combination of those.


Temple Run

Having stolen a precious artefact you have woken the ferocious demon guardians and now you must escape from their deadly pursuit! Immerse yourself in glorious graphics and a moody musical score. Test your reflexes as you race down ancient temple walls and along sheer cliffs. Featuring original 3D game mechanics, tilt and swipe furiously to perform intricate moves. Avoid obstacles, collect coins and buy crazy power ups. According to ‘Game Watch Now’, “Temple Run may be the most exhilarating and addictive running game of all time”. So, run, run as fast as you can. But, how far do you think you will get?


Examples of group writing from dictogloss activity (scribed by adult helpers)


Appendix 3 – Evaluation (conducted via an online form) Gender

Boy (Male) 42% Girl (Female) 58%

Age

For each statement please say whether you strongly agree (1), agree (2), are neutral (3), disagree (4) or disagree strongly (5)

Questions about the Amerzone literacy lessons.

I learnt more literacy during these lessons.

1 3 11% 2 10 36% 3 11 39% 4 3 11% 5 1 4%


I found the Amerzone literacy lessons fun.

1 13 46% 2 6 21% 3 5 18% 4 2 7% 5 2 7%

Which parts of the Amerzone lessons did you enjoy most?

us playing it I enjoyed the part where we got to film because I think IMovie is really fun. I MOVIE and the writing I enjoyed it when we made our game trailers. the animals and there home and the indens I think I enjoyed the animals and habitats and the goose eggs. When we played the game. playing the game. Making the persuasive adverts on the I pads and uploading them onto YouTube. playing the game Doing description about an animal I enjoyed making the Top Trumps and the Trailer. getting the ipads and making an advert. I loved when we made the trailer. writing abaut the animals. WHEN WE HAD TO SOLVE THE CODE IN THE TRIBE WRITING AND WHEN WE PLAYED IT ON THE IPAD AS A CLASS. Ipad work I enjoyed the last bit where we did the advert. Playing the amerzone and writing a description of a amerzone creature. When we played the games. none i pad's and poster making Playing the game and solving the problems and writing about the Creatures. Playing the game and writing the story The last one with the ipads the ipads EVERYTHING! (Playing the game) THE TRAILER


Being able to play parts of the game in the lesson was important.

1 6 21% 2 9 32% 3 6 21% 4 5 18% 5 2 7%

The role play area was important to my enjoyment of the lessons.

1 8 29% 2 4 14% 3 9 32% 4 2 7% 5 5 18%


Do you feel these lessons helped improve your literacy?

1 6 21% 2 10 36% 3 6 21% 4 3 11% 5 3 11%

What were the topic(s) of this literacy unit?

Report writing 1 4% Explanation writing 0 0% Narrative writing 0 0% Descriptive writing 4 14% Newspaper writing 1 4% Instruction writing 1 4% Persuasive writing 18 64% Other 3 11%

Write down what literacy you can remember from these lessons.

I pads, poster making and perswasive writing we made a trailer and we made a story and played a game writing about amerzone creatures playing the game! don't know pow words and adverbs and emotive voice and list of three WHEN WE MADE THE ADVERTS WHEN WE DESCRIBED THE MYTHIVAL CREATURES WHEN WE MADE THE GAME CARDS WHEN WE DID THE JENGA MEANINGS GAME I got better at punctuation and persuasive writing describing amazon animals just by looking at pictures and playing a game. Drawing amerzone creatures , doing persuasive writing and playing on the amerzone game. writing abaut animals the rolply ary. playing amerzone newspaper writing anglo sacons I lerned how to work with others. When we made an advert , When we played the Jenga game.


writing an advent Filming other people, using the green screen and writing persuasively. ipads AMERZONE! I can remember some persuasive techniques. That you can use 10 persuasive categories to make other people want to play. writing the amazon web footed giraffe in my book. ipad list of three this is the most best game of the centry you have to play this game How to use a hyperbole. How to use personnel touch. How to use my persuasive writing. How to use a rhetorical question. How to use emotive language. How to use quotations. the trailer and game When we writing about amazon and played Jenga.

Future literacy lessons.

Should there be more opportunities to bring video games into literacy?

1 20 71% 2 2 7% 3 5 18% 4 0 0% 5 1 4%

What video games could we use in literacy?

Mine craft crossy road crossy road None because it doesn't help you learn. FIFA 15 MINECRAFT POKEMON TETRA MASTERS LITE TETRIX TERRARIA TEARAWAY LITTLE BIG WORLD I don't know? MINECRAFT CROSSY ROADS TEMPLE RUN Minecraft, Temple Run Minecraft cross road temple run animal games Sims 123 flappy bird fifa minecraft and terraria Mine craft, crossy road


FIFA Terraria Minecraft Fifa 15 fifa 15 mindcraft starstables crosy road the Lego move videogame Mine craft , Crossy road , Temple Run fifa konektimals halo geagrafikl lego harypotter multelkombat skate 3 Minecraft Fifa Terraria flappy bird Temple run minecraft Animals

How could we use your suggested game(s) to learn literacy?

they are easy to do you can do good writing story No games can help you learn. whatever we use we could do poetry. TO MAKE ADVERTISEMENTS BY MAKING LEAFLETS NEWSREPORT DONT KNOW WHAT QUISTION MEANS! Newspaper write a news paper report You could use minecraft to help us with newspaper we can right imnstructions for it don't know. learning about them instruction writing on how to play minecraft for people who don't know how to play it. just like the amazon poetry because I love it describe it write instructions By putting ideas into it write a letter the music About there habitats and what they like and how they catch there pray. We could write Newspaper articles about the massive sales of these games. playing the game on the x box To write a story of us in the game so we no more about animals In two games you can do what you want and you can write newspaper article about all of them. Write a persuasive advert on it.

Which parts of the Amerzone lessons did you not like?

Only the part where you have to press arrows. playing the game?


the dead animals The top trumps playing it ? WHEN WE HAD TO PLAY THE JENGA wrting playing the game itself and cracking codes Playing the actual game Most of it. Breaking codes I liked it all.. perswasive writing nothing not playing the game not writing I liked all of it I like it all Writing the Temple Run adverts. The way I didn't get to play the game. When we had to work out the code when the year 3/4s came in because little xxx was so anoing and the rest count stop talking it done my head in so I don't whant them in are class!!!! all of it dead animal None of them.


Appendix 4 – samples of writing from ‘Amerzone’ case study – EAL Learners - Description and Persuasion


Appendix 5 – Resources and useful links for Amerzone Amerzone game https://itunes.apple.com/gb/app/amerzone-explorers-legacy/id562172078?mt=8 https://play.google.com/store/apps/details?id=com.microids.amerzone&hl=en_GB http://store.steampowered.com/app/302190/ Amerzone material Walkthrough (Text) http://www.fisicx.com/amerzone/walkthrough.htm Walkthrough (Video) https://www.youtube.com/watch?v=gGkhmRUKpEQ Journal http://lparchive.org/Amerzone/Update%2001/ Video Game Trailers Amerzone http://vimeo.com/31797620 The Longest Journey https://www.youtube.com/watch?v=pBoZI7tmPAM Myst IV Revelation https://www.youtube.com/watch?v=eu_lyGIFaa8 The Adventures of Tintin: The Secret of the Unicorn https://www.youtube.com/watch?v=Ll9mKlmuYbM Minecraft


https://www.youtube.com/watch?v=MmB9b5njVbA Useful software iMovie https://itunes.apple.com/gb/app/imovie/id377298193?mt=8&ls=1 iMovie Trailer Templates http://learninginhand.com/blog/2014/8/6/plan-a-better-imovie-trailer-with-these-pdfs PosterRazor http://posterazor.sourceforge.net Osric’s Bingo Card Generator http://osric.com/bingo-card-generator/ Useful websites QR Stuff (for making QR Codes) http://www.qrstuff.com/ Other Old Map of South America (CC Licence) http://commons.wikimedia.org/wiki/File:Carte_g%C3%A9n%C3%A9rale_de_LAm%C3%A9rique_M%C3%A9ridionale_et_des_%C3%AEles_qui_en_d%C3%A9pendent_%282675754892%29.jpg Dancing men cipher http://www.geocachingtoolbox.com/index.php?lang=en&page=dancingMen

Chris Pim Independent Research Project June 2015

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Transcript of Chris Pim Independent Research Project June 2015