Lesson Plan: Game Dev 101 - The Pitch

Subject: English Language Arts (Disguised as Game Design)

Grade Level: 8th-9th Grade (Age 14)

Time Allotment: 60-75 minutes

Teacher's Note: The goal of this lesson is diagnostic and interest-driven. We are assessing Dain's ability to organize thoughts, use descriptive language, structure a narrative, and articulate ideas persuasively—all without mentioning "English class." The focus is on creativity and fun. Avoid correcting grammar or spelling during the creative process; make notes for yourself to address later in a different context. Your role is more of a "Studio Executive" or "Creative Partner" than a traditional teacher.

Materials Needed

• Large whiteboard or several large sheets of paper
• Markers or colored pencils
• Notebook paper and a pen/pencil
• Optional: A laptop or tablet for a 2-minute "research" activity (watching a video game trailer)

1. Learning Objectives (What We're Secretly Assessing)

By the end of this lesson, the student will:

• Develop a Protagonist: Create a compelling main character with distinct traits, a clear motivation, and a unique ability. (Assesses characterization, descriptive detail).
• Construct a Narrative World: Design a unique setting with specific rules, atmosphere, and key locations. (Assesses world-building, setting, use of sensory details).
• Outline a Core Conflict: Formulate a central plot or "quest" that includes a clear goal, a primary obstacle, and an antagonist. (Assesses narrative structure, conflict/resolution).
• Articulate Ideas Persuasively: Organize and present the game concept in a clear and engaging manner. (Assesses organization, persuasive language, and verbal/written communication skills).

2. Lesson Procedure & Activities

Part 1: The Hook - Market Research (10 minutes)

Goal: To get Dain thinking about the elements of a good story in a context he enjoys.

1. Engage with a Favorite: Start with a casual conversation. "Hey Dain, what’s the best video game you've played recently? What made it so good? Was it the character, the story, the world you got to explore?"
2. Analyze the Professionals: Say, "Let's do some 'market research.' Game studios spend millions on their trailers to hook people in just two minutes." Watch a cinematic trailer for a popular, story-driven game (e.g., The Legend of Zelda: Tears of the Kingdom, God of War Ragnarök, or a game he likes).
3. Quick Debrief: After watching, ask questions like:
   • "What did they show us to get us interested?"
   • "What do we know about the main character just from that short clip?"
   • "What seems to be the main problem or mission?"
   This primes his brain to think about character, setting, and plot.

Part 2: The Brainstorm - The Design Studio (25-30 minutes)

Goal: To generate the core components of the game concept, allowing for creative freedom while assessing his ability to build a coherent idea.

Use the whiteboard or large paper. Frame this as a collaborative brainstorming session at a game design studio. "Alright, let's design our own game. Imagine a big studio wants to hear our pitch, but first, we need a concept. No idea is a bad idea here."

• The Hero (Characterization):
  • "Every great game needs a hero. Who is our main character? Are they a futuristic soldier, a wizard, a regular kid who finds something amazing? What’s their name?"
  • "What makes them special? Do they have a unique power or a cool gadget?"
  • "What do they want more than anything? (This is their motivation)."
  (Assessment: Can he create a character with depth beyond just a name?)
• The World (Setting & World-Building):
  • "Where does our game take place? Is it a mysterious, overgrown jungle planet? A high-tech city in the clouds? A haunted medieval kingdom?"
  • "What's one unique rule about this world? (e.g., 'Gravity is weird here,' or 'Magic is illegal.')"
  • "Describe the coolest location in this world. What does it look, sound, and feel like?"
  (Assessment: Does he use descriptive, sensory language? Can he establish a consistent tone?)
• The Quest & The Villain (Plot & Conflict):
  • "What is the main mission or quest? Is the hero trying to find a lost artifact, save someone, or escape from somewhere?"
  • "Who or what is standing in their way? Every hero needs a great villain. What is the villain’s goal? Why are they doing this?"
  (Assessment: Can he create a logical cause-and-effect narrative structure?)

Part 3: The Pitch - Present to the Executives (15-20 minutes)

Goal: This is the summative part of the activity. It assesses his ability to organize and articulate his brainstormed ideas into a coherent whole.

1. Set the Stage: "Okay, this concept is awesome. The studio executives are ready to hear our pitch. We need to present our idea clearly so they’ll give us the funding to make it."
2. Offer a Choice (Differentiation): "How do you want to present it? You can either:"
   • A) The Verbal Pitch: "Give me a 3-5 minute verbal pitch explaining the game. Use our notes from the whiteboard to guide you. The goal is to get me excited to play it."
   • B) The One-Page Design Doc: "Write a one-page summary of the game. It should have a section for the Hero, the World, and the Main Quest. Think of it as the back-of-the-box description, but more detailed."
   This choice allows him to lean into his strengths (speaking vs. writing) while still demonstrating the core skills.
3. Execution: Give him 10-15 minutes to prepare and then present his pitch or share his document. Your role is to listen enthusiastically.

Part 4: The Wrap-Up & Feedback (5-10 minutes)

Goal: To provide positive reinforcement and make a subtle connection to the real-world value of these skills.

1. Positive Feedback First: Start with genuine praise. "That was an amazing pitch, Dain. The idea for [mention a specific, cool detail he came up with] was brilliant. I would totally play that game."
2. Reflective Questions (Formative Assessment):
   • "What was the most fun part to create?"
   • "If you had to add a sidekick character, who would it be?"
   • "What would you name the sequel?"
3. The "Aha!" Moment: Connect the activity to the skill. "You know, what we just did—creating a character, building a world, and outlining a story—is exactly what authors, screenwriters, and, of course, game developers do every single day. You're a natural storyteller." This reframes "English" as a creative and powerful tool.

3. Differentiation and Extensions

• For Support: If Dain struggles with brainstorming, provide more structure. Use a "Character Profile" worksheet with prompts like Name, Age, Special Skill, Fear, etc. Or offer three pre-made world concepts for him to choose from and build upon.
• For a Challenge/Extension: If he finishes early or is highly engaged, challenge him to:
  • "Write the opening dialogue for the game."
  • "Design a specific level. What are the obstacles and how does the player beat them?"
  • "Draw a concept map of the world or a sketch of the main character."

4. Assessment Notes for the Teacher

During the lesson, keep a private log. Note the following:

• Vocabulary & Word Choice: Does he use varied and descriptive words, or does he rely on simple, repetitive language?
• Idea Organization: Can he connect his ideas logically? Does his plot make sense? When he pitched, was it structured or scattered?
• Creativity & Detail: How imaginative are his ideas? Does he add small details that bring the world or character to life?
• Stamina: How long did he stay engaged in the writing/planning process? Where did his energy dip?

These notes will give you a clear, low-stakes snapshot of his current abilities and areas to focus on in future (perhaps equally fun) lessons.