Week 11

Week 11

Essential question: Where do opportunities for differentiation exist within the LOTF and MazeRunner Scenarios?

In scenario 1 of LOTF, students are living in a world that existed before the story’s beginning. They are going to use clues to build this world. This is an awesome opportunity for differentiation. Students need to create a town so students can be divided into groups or choose a group they would like to be in. They can brainstorm as a class and see what structures need to be created. After they can sign up into different groups, they will start to build those structures.

In scenario 2 of LOTF, players must build, survive, and live within the jungle biome. Players must create their own laws and social structures to survive because survival mode is on. Students can brainstorm how they want their world. Students then can get into groups and start to build shelters, stores, and other infrastructure. Students can also get into groups for farming, mining, and hunting for the group.

In the 3rd scenario of LOTF, students enter creative mode. They are looking at these symbols: The Conch, The Signal Fire, Piggy’s Glasses, and The Scar. As a class, they can discuss the different things these items symbolize and why they are important in the story. They then are going to come up with one symbol or more that represents their group. Students can work in groups or together to come up with symbols and vote on the ones they like. They then can be divided into groups to start building a community that represents that symbol. They then need to write a book, sharing what their community symbolizes. This can be done individually. They then will put these in chests.

In scenario 1 in The Maze Runner, students are to create a training scenario that will allow for a survival test. They are to create a maze with moving parts. Students can work together to build the maze. They can work in teams or work alone on different parts of the maze. Students must remember to put moving parts in the maze such as moving doors and switches.

In scenario 2 in The Maze Runner, the maze is complete and groups will form, as indicated inthe book. They must be given jobs as described in the book. Students will be divided into the different groups and given their job. They can be given the job as a runner (who does the running in the maze), a slicer (who works with butchering animals), Med-jacks (ones who do a nurse’s or doctor’s work), garden (work with growing food), or some other job.

In scenario 3 of The Maze Runner, you are a trainee. You are placed in the maze that is complete and must find your way back to the community. You are not sure who to trust, so in this scenario most likely you will work by yourself unless you can form a group that you trust. You must make sure that you find survival tools, like shelter and food, before dark when the monsters came out.

These are many ways that can be differentiated in the above scenarios. These are some ways that I think differentiation can happen in the game. I think students are going to have fun once they start Survival Craft and I look forward to seeing then start the game.


2 thoughts on “Week 11

  1. You have some great ideas for differentiation for SurvivalCraft. Please post a write up about your tool and any links or videos on the diffi mooc Google community.


    1. I wasn’t sure what to post. Last time I work with Mia on create the maze for students that misbehaved. Mia is working on teacher training so she will not do this. I thought we were working in groups on something for each book.


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