Something from Nothing: Esports, Entrepreneurship, and English 10

Lesson Plan Outlines Course Overview in Brief: This course will achieve rigorous English standards by motivating students to participate in a

synergistic experience exploring English together with Entrepreneurship, specifically looking at

the exploding entertainment ecosystem of esports. These three diverse areas of study come

together around a unifying theme: the importance of decisions. Through literary character

analysis, students explore the decisions the protagonists make as they interact with society and

the environment with which they operate.

NASEF’s English Language Arts Integrated Courses for grades 9-12th grade were designed to connect esports and content standards (Next Generation Science Standards, English—Language Arts, International Society for Technology in Education, and Social Emotional Learning).

Notice:

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Each use from North America Scholastic Esports Federation Toolkits should be attributed as follows:

"Reprinted with permission from the North America Scholastic Esports Federation.”

© Samueli Foundation / North America Scholastic Esports Federation 1

Dear Colleagues,

One of the founding principles of the North America Scholastic Esports Federation is to provide a

connection between esports and college and career readiness for ALL students. Therefore, it is with

great excitement that I share with you the accompanying curriculum pathways developed by

educators from the University of California, Irvine, the Orange County Department of Education, and

various innovative educators around the country. This includes resources for middle school, high

school, English-language arts, career technical education (CTE) and many other creative and

engaging options.

Upon your review, should you have any questions, please do not hesitate to call upon us at NASEF.

We are here to support the academic and workforce pathway endeavors around the country and the

world — through curriculum development, professional learning, and programmatic alignment— as

young people acquire the critically-important skills necessary for future readiness and success.

In offering all of NASEF’s resources to you at no cost, we want to thank the philanthropic efforts of

the Samueli Foundation. Their generosity has made this work possible while also creating an

enormous impact for students and educators in and around the esports ecosystem.

Sincerely,

Tom Turner

Chief Education Officer

North America Scholastic Esports Federation

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Unit 1: Who is an Entrepreneur? • Key Assignment 1: Entrepreneurs of Esports and… • Key Assignment 2: Who is the Entrepreneur? • Key Assignment 3: Lonely Days • Key Assignment 4: The Business of You • Key Assignment 5: The Success of Esports Entrepreneurs • Key Assignment 6: Poetry in Decision Making

Unit 2: What Makes an Entrepreneur Do the Things They Do? • Key Assignment 1: Way up Norse! • Key Assignment 2: Decision Quality Evaluation • Key Assignment 3: Frankenstein: Entrepreneur or Monster? • Key Assignment 4: Fears of Society Concerning Esports—The Play

Unit 3: The Entrepreneur and the Game • Key Assignment 1: Play the Game • Key Assignment 2: Consider a Video Game Company and its Intended Audience • Key Assignment 3: What Need Can I Meet? • Key Assignment 4: First Iteration of Pitch—Elevator Pitch

Unit 4: The Art of Winning--The Entrepreneur and Funding • Key Assignment 1: Financing a Winning Plan • Key Assignment 2: Be Resourceful • Key Assignment 3: Looking for Gold in all the Right Places—Finding a Way to Fund Your

Goals • Key Assignment 4: Pitch and Presentation Practice

Unit 5: Culminating Unit: The True Business of You • Key Assignment 1: Brave New World • Key Assignment 2: Creative Writing: Showing the Future You • Key Assignment 3: You, the Entrepreneur • Key Assignment 4: The Ultimate Multimedia Proposal Presentation • Key Assignment 5: The Win

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ELA/Esport Units and Activity Plans

Subject and Grade: ELA Grade 10

Unit Name and Number: Unit 1 - What is an Entrepreneur?

Unit timing: 8.5 - 9.5 weeks

Introduction or summary of the Key Assignments in the unit:

In order to introduce students to the concept of the entrepreneur and his or her place in eSports, students will begin with the “business of you.” As students go through this unit, they will ask the important questions: Who is an entrepreneur? What makes a good entrepreneur? How do I fit into the world of the entrepreneur? STEM principles in this unit include a focus on obtaining, evaluating, and communicating information effectively through argument writing.

They will explore the traits of the entrepreneur through character analysis, class discussion, and creative and expository writing. Key Assignment 1A&B: Entrepreneurs of eSports and...

Writer(s) name(s): Jennifer Schmidt (Courtesy: Lindsay Paananen)

Brief informative introduction of key assignment:

A. Students watch an eSports tournament on YouTube or Twitch (or another eSports platform). As they watch, they take notes to see how many different activities are going on at one time. As much as possible, they will note who is doing what activity. In groups, students will start mapping out how many different people had to be involved in order for this tournament to be successful. Students present their maps to the class and will note any other professions other groups present on that their own group may have missed. NOTE: To help students with the dynamic of the eSports ecosystem, students should examine and analyze this eSports Ecosystem Graphic designed by eSports research scientist Dr. Constance Steinhkuehler. Student groups will compile the traits in order from those they think are most important to least important and then justify their numbering. The groups will then share their discussions with the class. B. Students will read and annotate articles around the 12 Characteristics of the World's Most Successful Entrepreneurs. Student groups will compile the traits in order from those they think are most important to least important and then justify their numbering. The groups will then share their discussions with the class.

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ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.SL.9-10.1.A-D

Connection to eSports:

Students will begin to understand the foundation of the eSports ecosystem and the numerous roles necessary in the success of the platform. Students will also gain a fundamental understanding of the entrepreneur journey and what it takes to be successful. Related Instructional Objectives (SWBAT):

Students will be able to: • Read and annotate professional articles for understanding

Key Assignment Activity Parts and Timing:

***This unit is all about the entrepreneur and helping students to understand the journey, challenges and rewards of entrepreneurship. The unit culminates around the unifying theme: “The importance of decisions.” Please keep this theme in mind while moving through the unit with students. Students should be encouraged to make mindful decisions and really analyze the pros and cons of their choices. In addition, students will become familiar with the eSports Ecosystem - a necessity if students wish to fully understand eSports and its future as a major avenue in their careers.

The teacher will open the unit by engaging students in a critical thinking exercise. This exercise will help the teacher determine the level of their students’ critical thinking process and how best to begin introducing the rest of the unit. Students should be reminded when engaged in critical thinking exercises, there are no wrong answers and every thought they have can lead them to a deeper one if they continue to think through their activity.***

Activity Part 1: The teacher will begin the unit by handing out the OQI (Observation/ Question/ Inference) Activity to each student, directing them to use it to take notes, following the directions on the form, while they watch an eSports tournament on the screen (League of Legends World Championship 2018, Overwatch World Cup 2018, Dota 2 The International 2017 Main Event Finals). As they view the tournaments, students will take notes on their Observations (as many of the activities they witness on the screen that they can find), Questions (about the eSports tournament activities), and Inferences (conclusions or predictions about the activities based on the people behind the activities they observed or the questions they posed about the tournament) on their graphic organizers.

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***Optional: As a supplemental ‘behind the scenes of eSports’ opportunity, there’s a TRUE SIGHT: The International 2018 Finals that exposes more of the inner workings of eSports.***

Activity Part 2: The teacher will have students pair off for a quick pair-share with their OQI worksheets. The teacher will have each student to share one observation, question, or inference about the eSports tournament activities he or she has found with their par partner. Students should also discuss their OQI Statements (from the worksheet) with their partner - each pair should peer edit for coherent thought and to make sure each statement addresses all three aspects of the OQI. Students should be instructed to individually pick their favorite or the strongest statement.

Activity Part 3: The teacher will then facilitate a whole class conversation, calling on each student to share an OQI statement. As the students share, the teacher will write the profession observed on the board. As each student shares they will be instructed to choose a different profession to share. As students share their statements about different professions, they should relate it to the previous profession shared, building a chain or an informal organization chart. ***With this classroom discussion, the goal is to get students starting to think about what professions could possibly be related to another one. The idea is to create a chain on the board or a type of organic tree with each profession linked to another.***

Activity Part 4: The teacher will then have the students break into groups of 4 and create a visual map that represents each and all of the professions they observed and then fill in the gaps with other professions they believe would be necessary for the successful completion of an eSports tournament.

Activity Part 5: At this point, the class will watch a segment of an eSports tournament again, choices listed below) and then write a quick write (two or three minutes of writing to reflect on a question) on “What did the people involved with the tournament do to get to their positions?” After the quick write, students have a brief discussion of their inferences with their partners.

Activity Part 6: From this, students will get into small groups to read the following two informative pieces about entrepreneurs, annotating to notice confusing language/ideas, areas of interest, and connections with the text. The teacher will work through any other textual difficulties (vocabulary, complicated phrasing, or technical terms) students found by leading a short discussion in which they attempt to discern the meaning of difficult text by using strategies like looking for context clues.

• 12 Characteristics of the World's Most Successful Entrepreneurs • 5 Personality Traits of an Entrepreneur

Activity Part 7: The teacher will then ask students to share what they notice about entrepreneurs from the articles. The class will create a master list of the top characteristics and traits of entrepreneurs. Each group will then rate the traits in order

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from those they think are most important to least important and provide justifications for their ranking. Groups will share their ratings with the class. ***(Optional: Create a leaderboard of the traits each group has chosen to reveal the top traits from the whole class. Instructions for making a leaderboard).***

Total Time: 1.5 - 2 weeks Resources for Key Assignment:

OQI Graphic Organizer

Videos: League of Legends World Championship 2018

Overwatch World Cup 2018, Dota 2 The International 2017 Main Event Finals

TRUE SIGHT: The International 2018 Finals

Esports Ecosystem Diagram Description or sample of assessment:

Continue onto the next part of 10.1.1

Key Assignment 1C: Entrepreneurs of eSports and...

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

Once the students have compiled their answers, they listen to and read the text “59” by Harry Baker. Students research Harry Baker and analyze the poem. They then answer questions focusing on a broader understanding of the poet and his poem and encouraging critical thinking. ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.SL.9-10.1.A-D

Connection to eSports:

Students will begin to understand the foundation of the eSports ecosystem and the numerous roles necessary in the success of the platform.

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Related Instructional Objectives (SWBAT):

Students will be able to: • Read and analyze a poem for understanding • Identify characteristics and traits of entrepreneurs

Key Assignment Activity Parts and Timing:

Activity Part 1: This portion of the key activity will move into analyzing poetry. The teacher will hand out a printed copy of Harry Baker’s Poem “59” and Study Questions The Study Questions have a series of guiding questions that students will use to guide their understanding of the poem and assist them with their analysis. After the students have the handout and have previewed (skimmed) the poem, the teacher will play the video of the Harry Baker performing his poem. ***The students will be answering the first set of questions on the handout after the video.***

Activity Part 2: After the students watch the video of Harry Baker performing his poem, the teacher will ask them to look at the handout and answer the first four questions on a separate sheet of paper. Each question should be answered with at least two complete sentences.

Activity Part 3: After students finish answering the first set of questions, the teacher will direct them to read the poem to themselves, this time annotating their copy of the poem for greater understanding and picking up on words or phrases of significance or note. After this read through, students will answer the next set of questions. ***Teacher may choose to scaffold with an annotation handout and graphic organizer***

Activity Part 4: Finally, students will complete a short research on the poet, Harry Baker, and answer the final set of questions. This light research can be done either in the classroom or as homework. The questions will guide the students in their research. The students should come to class after they have researched ready to discuss their findings. ***The teacher may need to offer class time for students who did not or could not complete an internet search at home.***

Activity Part 5: In groups or pairs, students will share their answers to the last four questions, describing their research and findings. Students should compare their research and determine if they have the same ideas and found the same information. Using the knowledge they have gathered about entrepreneurs and Harry Baker, student groups should answer the following question: “What characteristics of an entrepreneur does Baker exhibit?”

***Teacher may wish to scaffold with a graphic organizer or provide additional support to specific groups as they work***

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Activity Part 6: The teacher will then facilitate a final class discussion identifying the key traits of an entrepreneur and which ones Baker exhibit. Do the students feel Baker is an entrepreneur? Why or why not? What is your evidence?

*** Students should be encouraged to use their evidence to back up their assertions.***

Total Time: 1 - 1.5 weeks

Resources for Key Assignment:

Harry Baker’s Poem and Questions - “59”

Annotation Handout 59 Annotate

Video of Harry Baker Harry Baker- Entrepreneur Traits Description or sample of assessment:

Prompt: Students will complete the Harry Baker’s Poem and Questions - “59”.

Rubric: Teacher may choose to grade this assignment as complete/incomplete

Teacher may choose to use Interpersonal Communication Section of the Oral

Communications Rubric to grade the individual students on oral communications. If so, the teacher should present the rubric at the start of the activities, to alert students as to the grading that will occur.***

Key Assignment 2: Who is an Entrepreneur?

Writer(s) name(s): Lindsay Paananen & Susan Carle’

Brief informative introduction of key assignment:

Based on their compiled list of traits of the entrepreneur and the analysis of “59” students write an argument essay claiming that either Harry Baker is an entrepreneur or that the character 59 is an entrepreneur.

ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.SL.9-10.1.A-D

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Connection to eSports:

This unit focuses on entrepreneurialism, a foundational idea in the innovative and ever-growing world of eSports. Related Instructional Objectives (SWBAT):

Students will be able to: • Produce a timed writing organized and supporting a clear claim

Key Assignment Activity Parts and Timing:

Activity Part 1: At this point, the teacher will share with the class that they will be building a timed writing on an argument piece based on their research of Harry Baker and the three documents: “59” by Harry Baker and the two entrepreneur articles: “12 Characteristics of the World’s Most Successful Entrepreneurs” and “5 Personality Traits of an Entrepreneur”.

For this piece, students are expected to use an abundance of evidence from all three documents and the research they conducted on Harry Baker to support the claim that either the character in “59” is an entrepreneur or that Harry Baker is an entrepreneur. They are expected to write a paper that is organized, well-supported, and that has an effective counterclaim and refutation. The bulk of class time will be compiling their support and prewriting their papers.

First, students need to decide which claim they plan to prove. The main distinction is whether they wish to write about the character of a poem or the poet himself. ***Note to teacher- There will be more information available about the poet. The character analysis may need to be based on inference- limited to information in the poem.***

The teacher will provide the following editable graphic organizer for the students and review with the class the concepts of evidence and commentary. Students should examine their texts again and annotate the evidence they find that suits their claim.

Halfway through class, students should begin considering the counterclaims to their chosen claim. At this point the teacher will hand out the counterclaim and refutations handout to ensure all students understand these concepts. In class, the teacher may choose to have the students practice writing their counterclaims and refutations on their graphic organizers. Students will then collaborate within and between groups, sharing their thinking about the claims and counterclaims they have developed, in an attempt to “crowdsource feedback” from their peers. ***Note to teacher - for additional information on crowdsourcing in your classroom see the linked article on crowdsourcing.***

Activity Part 2: Students should be given time the day prior to the timed writing to individually refine and organize the evidence they have found. Students should organize all their evidence from all of their sources to prepare for the timed writing activity. At this point

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the teacher will pass out and go over the rubric that will be used for grading the final product essay. The essay draft is a timed writing activity. Students will have open access to all of their evidence when writing their draft essay. Then students should consider which order they’d prefer to present their evidence. The teacher may choose to review and remind students of the conversations about which entrepreneurial traits the class considered most critical (and may present the optional leaderboard results). Using these ideas, students should be given personal “Think Time” about how best to present their argument to support the claim, perhaps 5-10 minutes.

After organizing and thinking through their arguments, students, in small groups (4), will be facilitated by the teacher to verbally present their arguments to each other, listening for logically organized support and offering helpful critiques if necessary. ***The teacher, at this time, should walk the classroom listening for “solid” arguments and offering “Just in Time” scaffolding for students who are challenged by this activity.***

Activity Part 3: The teacher should proctor a 45-minute timed writing for the class, using the prompt, “Construct a compelling and evidence based argument that, either the character in “59”, or that Harry Baker is an entrepreneur.”

Total Time: 1 week

Resources for Key Assignment: 11 Ways to Use Crowdsourcing for Student Centered Learning

Description or sample of assessment:

Prompt: Construct a compelling and evidence-based argument that, either the character in “59”, or that Harry Baker is an entrepreneur.

Rubric: Argumentative Essay Rubric

Key Assignment 3: Lonely Days

Writer(s) name(s): Jennifer Schmidt and Susan Carle’

Brief informative introduction of key assignment:

Students read “Through the Tunnel” by Doris Lessing in order to make comparisons between the coming of age story and the realization of the traits of a successful entrepreneur. They will discuss the loneliness and determination of the boy and the risks he took in order to reach his goal. Students will read Amy Tan’s “Two Kinds” and examine themes of conformity

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and self-acceptance. Next, they will read “Contents of a Dead Man’s Pocket” by Jack Finney to identify and measure the values of the traits of the up and coming businessman.

After reading and annotating the article “Being an Entrepreneur Can Get Lonely—Here’s How to Overcome It” (URL), students then write a character analysis of each of the three main characters from each text, and describe with evidence how the characters behave as entrepreneurs, how failure impacts their story, how they do or do not address their loneliness, and whether or not they are ultimately successful or unsuccessful entrepreneurs. (Note: this is an opportunity to explore the pitfalls and benefits of failure.)

ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.SL.9-10.1.A-D

Connection to eSports:

This lesson focuses on entrepreneurialism, a foundational idea in the innovative and ever-growing world of esports. Related Instructional Objectives (SWBAT):

Students will be able to: • Analyze a text for character development • Turn a written analysis into a visual representation of the character

Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher prepares the class for its reading of a short story by reminding them of their entrepreneurial traits list from lesson 10.1.1 and 10.1.2 written on the board or posted on the screen.

Activity Part 2: The teacher will facilitate a short lecture on character analysis and how to use annotations to pinpoint aspects of the character’s personality and motivations that gives insight into their character. The teacher will share this YouTube video to help students better understand the character analysis. The teacher may choose to have students complete a Character Analyze graphic organizer.

Activity Part 3: Students will be given the three short stories (Doris Lessing’s “Through the Tunnel”, Amy Tan’s “Two Kinds”, and Jack Finney’s “Contents of the Dead Man’s Pockets”) and instructed to select one to read to themselves. Students will annotate as they move through the text looking for instances of character development. The students will fill out the Graphic Organizer for the story of their choosing leaving the other parts for the other stories blank.

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***Students that read Doris Lessing’s “Through the Tunnel”, consider the topics of loneliness and determination in the character of the Jerry and his quest for success. Students that read Amy Tan’s “Two Kinds”, consider the topics of conformity and self-acceptance using the character of Jing-mei. And students that read Jack Finney’s “Contents of the Dead Man’s Pockets”, consider the values of the up and coming businessman in the character of Tom Benecke.***

Activity Part 4: After students have filled out their portion of the Graphic Organizer, the teacher will have students break into groups of three and hand out the teacher created Character Trait Sort Game character analysis. ***Note to teacher - more complete directions as to how to create your specific games can be found here. It is important to create one card in each game and provide at least one paragraph from each text that relates to “Response to Failure”. This will prepare students to complete the final assessment for this Key Assignment. ***

Activity Part 5: After students play the game, they will complete their Graphic Organizers for each of the three texts and main characters. Students may remain in their groups to collaborate. They can use the trait cards from the game in their organizers or additional textual support they can find. ***At this point, students will have completed three organizers for each of the main characters they will be discussing in their Character Analysis Project. Students should focus on the similarities and differences between each character as well as determining if that character shows traits of an entrepreneur. This organizer will help them develop their thoughts and prepare them to complete the visual aspect of the project. Students should keep this thinking prompt in mind: “Students will analyze each of the three main characters and argue whether they behave as entrepreneurs, how they did or did not address their loneliness, and whether or not they were successful entrepreneurs. (Note: this is an opportunity to explore the pitfalls and benefits of failure.)”***

Activity Part 6: The teacher will then share copies of the article “Being an Entrepreneur Can Get Lonely--Here’s How to Overcome It” with each student. Students will read through the text noticing any confusing terms or ideas for the class to clarify. After their initial reading, students will consider the article through the lens of Jerry, Jing-mei, and Tom. They will be analyzing how the text reflects or refutes the ideas presented by the characters in each short story.

Activity Part 7: The teacher will address the thinking prompt again: “Students will analyze each of the three main characters and argue whether they behave as entrepreneurs, how they did or did not address their loneliness, and whether or not they were successful entrepreneurs. (Note: this is an opportunity to explore the pitfalls and benefits of failure.)” With this prompt in mind, the students will determine which character is most like an entrepreneur and which is least like an entrepreneur. They will determine why they feel that way based on their textual evidence and knowledge.

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Activity Part 8: The students will create a visual presentation that compares each of the three characters and identifies who the entrepreneur is and who isn’t as well as why. This visual can be presented as a poster, a presentation or any other visual media. Finally, students will come up with a statement about the benefits and pitfalls of failure that aligns with their personal views on failure. They will present this with their visual.

Activity Part 9: Students will present their visual presentations.

Total Time: 1.5 - 2 Weeks

Resources for Key Assignment:

Character Analysis YouTube video

Character Analyze graphic organizer. “Through the Tunnel” by Doris Lessing Amy Tan’s “Two Kinds”

“Contents of a Dead Man’s Pocket” by Jack Finney

“Being an Entrepreneur Can Get Lonely—Here’s How to Overcome It” (URL), Character Trait Sort Game character analysis

Character Trait Sort Graphic Organizer -Claim Evidence and Reasoning

Description or sample of assessment:

Prompt:

In addition to the completed Graphic Organizer, students will create a visual presentation that compares each of the three characters and identifies who the entrepreneur is and who isn’t as well as why. This visual can be presented as a poster, a presentation or any other visual media. Finally, students will come up with a statement about the benefits and pitfalls of failure that aligns with their personal views on failure. They will present this with their visual.

Rubric: Presentation with Visual Rubric

Key Assignment 4: The Business of You

Writer(s) name(s): Susan Carle’ and Courtney Duncan-Schwartz

Brief informative introduction of key assignment:

Students now look at their own strengths and interests to help direct them to a specific area of interest in the esports ecosystem. They will complete the Myers-Briggs’ humanmetrics test humanmetrics.com

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After completing the test, students will look back at their list from the tournament and choose the part of the ecosystem that they want to explore further. Students will then make a list of the skills they are going to further develop in order to take on a role from the ecosystem they have chosen for this activity. The teacher will then hand out a prompt and a rubric and have students write a draft essay answering the prompt. The prompt will direct students to write about an important decision they have made or will be making that involves risk. Using the results of their compiled list of traits, the Myers-Briggs results, and the language of Decision Quality, students write about how those risks might demonstrate the traits needed to be an entrepreneur.

ELA Standards:

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.W.9-10.1.C

CCSS.ELA-LITERACY.W.9-10.2.B-F Connection to eSports:

Students will learn that heroes and main characters within a game have different strengths and weaknesses Related Instructional Objectives (SWBAT):

Students will be able to: • Take an online personality test • Reflect, in writing, on their personal traits • Identify their strengths and weaknesses according to MBTI • Label a plot chart with specific details of story making • Use the elements of a good story in writing an original narrative

Key Assignment Activity Parts and Timing:

Activity Part 1: Entrance Ticket - “List 3 of your skills and list 3 personality traits you believe you have. With your elbow partner, explain why you believe you have these skills and traits.” The information below is from the personality test the students will be taking The teacher may either have the students read the article and annotate it together, put it into a slide show, or do a group read, think, pair, share. Students will then look over the 16 personality types and take a guess as to which one theirs is.

Activity Part 2: Independent Practice - Take MBTI https://www.16personalities.com/free-personality-test This should only take 12-15 min and can either be done at home before day two or in class. ***Do not allow students to discuss the questions while taking the test Emphasize how important it is to be honest while answering, no one will see the individual answers, and to try not to pick “neutral” as it will give them false results

Ensure that students privately send their results to their school email or google docs (and save the results as a PDF)***

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Activity Part 3: The teacher will have students complete the “MBTI Reflection Questions” after they finish their personality tests. Students should be encouraged to answer the questions honestly and reflect upon their experience. ***Homework - Teacher: explain that not all aspects of the MBTI are 100% and it is okay if they disagree with parts of it. Pass out “Skill Set - Conversation” and have students complete it.***

Activity Part 4: Students will brainstorm and write about the following in a reflective essay. The essay should be 2-3 paragraphs and address the following questions:

• Briefly tell the story of three moments in your life where you experienced a challenge and took a risk.

• What made each moment memorable? • What made each moment meaningful? • What challenge appeared in each moment? • What risk was taken in each moment?

Activity Part 5: The teacher will then direct the students to choose two of the three moments and share the two moments with an elbow partner. The teacher will pass out and review the writing prompt and rubric provided below. Then the teacher will review T-Charts, and have student's t-chart the two stories they shared with their partner, in order to decide which one would be best to use for answering the prompt.

Activity Part 6: Defining a moment - Students will consider their chosen moment/risk and develop a plot line chart for their story. They will write 2-3 sentences for each of the five plot elements represented on the chart: exposition, rising action, climax, falling action, and resolution.

Activity Part 7: Students will go through their plot chart and attribute one of their skills to each moment within their plot that helped them out. What skill was used (or should have been used) to review the situation, take the risk, and resolve the situation. ***The teacher may choose to use the graphic organizer handout for Activity 6 & 7 to help students with additional thought organization. Plot line handout***

Activity Part 8: The teacher will break up the students into discussion groups of four. Each of the groups will be instructed to analyze 4 different entrepreneurs and their MBTI skill set. Teachers will pass out the MBTI list of Entrepreneurs and descriptions and handout graphic organizer. The teacher will then lead a whole class discussion to create a list of skills that they believe Entrepreneurs use to take risks and problem solve. The organizer asks:

• What do they have in common? • What is different about them? • What risks have they taken?

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Activity Part 9: Using their notes and the lists created in class students will write a rough draft 1-2 paragraphs answering the prompt- What skills make Entrepreneurs successful in their professional lives? Give evidence from at least two entrepreneurs studied in this unit to back up your claims.

Activity Part 10: The teacher will have the students compose a final rough draft paragraph answering the following prompt.-In your challenging moment story, how was your reaction entrepreneurial? Reflect on what might be better, more effective/moral/progressive or helpful reaction in the future?

***Homework - Gather your paragraph rough draft writings- plot elements, skills, entrepreneurial skills, and personal entrepreneurial reflection and put them together to create a narrative writing answering the unit prompt: Use the information you have gained from the readings, entrepreneurs you studied and your responses to the personality and trait test to compose a draft narrative that describes and explains an important decision you made in your life that involved a risk being taken. How did your personality skill set help you out in this situation, how do the risks you took, and the skills you have developed demonstrate the traits needed to be an entrepreneur.***

Activity Part 11: The teacher will facilitate a peer editing using a peer edit sheet. Peer editing handout

Activity Part 12: Students will have the day to revise and compare “Grade” their “final draft” against the rubric.

Activity Part 13: Essay is due - students will reflect on their writing process. Students should turn in all stages of the writing process in a packet, to show the development of their writing.

Total Time: 2 weeks

Resources for Key Assignment:

Free Personality Test MBTI - Personality Listing.pdf MBTI Entrepreneurs

Peer editing Entrepreneurs and Descriptions

Plot Line Elements handout T-Charts

“Skill Set - Conversation”

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Description or sample of assessment:

Prompt: Use the information you have gained from the readings, entrepreneurs you studied and your responses to the personality and trait test to compose a draft narrative that describes and explains an important decision you made in your life that involved a risk being taken. How did your personality skill set help you out in this situation, how do the risks you took, and the skills you have developed demonstrate the traits needed to be an entrepreneur.

Rubric: 10th Grade Narrative Writing Rubric

Key Assignment 5: The Success of eSports Entrepreneurs

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

Watch : https://www.youtube.com/watch?v=Qd25z-gTeRE (https://www.youtube.com/watch?v=Qd25z-gTeRE) one bullet per day

Students read a biography and/or research a successful entrepreneur who works in eSports at the capacity that the student chose in Key Assignment 3. Students will look for what personal traits that entrepreneurs possess that allows him/her to overcome the obstacles associated with starting and maintaining a business. Additionally, students will research their entrepreneur’s leadership style and approach to management fundamentals. To strengthen their listening and speaking skills, students will present their findings using a method of choice, but must include an explanation of how their research will influence their own leadership style and approach to management in their eSports pursuits. Students will also note the decisions the consequences of those decisions their chosen entrepreneur made and experienced along the way to success. A list of possible entrepreneurs follow:

Sean “Day[9]” Plott (shoutcaster) Christopher “Monte Cristo” Mykles (former team owner and caster; voice of conscience regarding developer overreach and misdeeds) Michel “ODEE” O’Dell (founding team member) Drew Higbee (tournament organizer) Christina Alejandre (set the standard for televised esports broadcasts) Lee Faker (best player in the League of Legends)

(Option: Students may read a biography of a successful entrepreneur from any industry and look for those traits that make him/her successful.)

ELA Standards:

CCSS.ELA-LITERACY.SL.9-10.2

CCSS.ELA-LITERACY.SL.9-10.4

CCSS.ELA-LITERACY.W.9-10.2.D-F

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CCSS.ELA-LITERACY.SL.9-10.5

CCSS.ELA-LITERACY.SL.9-10.6

Connection to eSports:

Students will make connections between their own skill sets and the skills sets of successful entrepreneurs. Related Instructional Objectives (SWBAT):

Students will be able to: • Work cohesively in groups • Identify the skills of an entrepreneur • Create a complex presentation • Use formal language

Key Assignment Activity Parts and Timing:

***This key assignment continues from the previous one. In this key assignment, students will be asked to apply their developing knowledge of what makes someone an entrepreneur, along with their own character traits, to understanding what makes a successful eSports entrepreneur. Students will be asked to choose an entrepreneur to do research on their chosen person - this may require computer lab time, homework time or in class time (if the school has personal computers for students).***

Activity Part 1: The teacher will open the key assignment with What Makes an Entrepreneur YouTube video on entrepreneurship. The video will serve to remind students of the different personality and character traits entrepreneurs possess. Students should also be encouraged to think about which of the traits they personally possess - their thinking should be influenced by their personality type from the Myers Briggs Personality test taken in the previous key assignment.

Activity Part 2: The teacher will hand out the Entrepreneur Research Project and give the students a couple minutes in class to research entrepreneurs. (Or the teacher may choose to give this as a homework assignment) Students will be using the handout to help guide them in their research.

Activity Part 3: With the help of the Entrepreneur Research Project students will also research their chosen entrepreneur’s leadership style and approach to decision making. ***Students should be looking for specific actions or skills that propel the entrepreneur to success. These successful decisions and actions will help the students understand what is necessary to be successful as an entrepreneur in this field.***

Activity Part 4: The teacher will move through a PowerPoint lecture on Formatting Presentations with the students. The PowerPoint presentation will discuss style and graphic

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choices students can make and will help them write a professional presentation. Students can choose a partner who has chosen the same entrepreneur as they have to collaborate and develop their presentation. ***Presentations should be worked on at home and in class, if the teacher chooses to give class time.***

Activity Part 5: After students have chosen their partner, (students are not required to work with a partner), the teacher will hand out the 8 Simple Steps to a Powerful Presentation article for students to read and annotate for understanding. In a teacher facilitated class discussion, students should discuss each of the eight points and how they can accomplish them in their presentations.

OPTIONAL - But Recommended: As the students watch the video, they should make notes on the 8 requirements for a good presentation. From their notes, they will be developing a rubric for their presentations. The teacher should facilitate a class discussion after the video where the students can discuss the different “grade points” on a rubric, (i.e. language usage, style, projection, content, etc.). The class should decide on four or five pertinent points that they believe (based on the video and prior experience) they should be graded on. As a class, the students will develop the four to five grading points as well as a scale on which to be graded. The teacher can show examples or have students refer to previously used rubrics as exemplars.

Activity Part 6: Students will individually complete an in class writing assignment that will be turned in along with their presentations. The individual writing assignment will address the following prompt: “Please write a 2-paragraph explanation of your research and how what you have learned will influence your own leadership style and approach to management in your eSports pursuits. (If you do not plan on pursuing an eSports career, address how your research will influence your own leadership style and approach to management in another specific career field.”)

Activity Part 7: Students will present with their partners and will hand in their written explanation as well.

Total Time: 1-1.5 weeks

Resources for Key Assignment:

What Makes an Entrepreneur YouTube video

Formatting Presentations

8 Simple Steps to a Powerful Presentation

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Description or sample of assessment:

Prompt:

To strengthen their listening and speaking skills, students will present their findings using a method of choice, but must include an explanation of how their research will influence their own leadership style and approach to management in their eSports pursuits. Students will also note the decisions the consequences of those decisions their chosen entrepreneur made and experienced along the way to success. Entrepreneur Research Project

Rubric: Optional: Presentation Rubric

Student Created Rubric

Key Assignment 6: Poetry in Decision Making

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

Students read “We Real Cool” by Gwendolyn Brooks, “Stopping by Woods on a Snowy Evening” by Robert Frost, “Dream Deferred” by Langston Hughes, and other poetry that offers reflection on decisions made or deferred. Students write their own poem about decisions they have either already made or will be making concerning their future. Small groups of peers will look at the continuity, use of metaphor and simile, concrete rather than abstract words, and use of images. The students revise as needed.

ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.1

CCSS.ELA-LITERACY.RL.9-10.2

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.W.9-10.3A-E

Connection to eSports:

Students will understand the way decisions made or deferred can be a story in of itself - and ultimately how these decisions made or deferred can inspire a storyline/poem that can be developed into a game scenario. Related Instructional Objectives (SWBAT):

Students will be able to: • Reflect, in writing, on their personal decisions • Identify their strengths and weaknesses according to MBTI • Use the elements of a good storyline in their own narrative

Key Assignment Activity Parts and Timing:

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***To wrap up the unit, students will complete a quick and informal poetry writing activity. They will analyze three poems and then answer questions about the poems leading to the final part of the activity: Each student will write an original poem about a decision they made or deferred in their life.***

Activity Part 1: The teacher will begin the key assignment by handing out the 10.1.6 Poetry Readings and Questions handout. ***The handout contains all three poems and reading questions followed by an activity for the students to write their own simile/metaphor and then a poem. Each of the questions can be discussed: in a teacher facilitated class discussion, as the students read the poems, or they can be done one-on-one or in groups. An audio presentation of poems can also be found online (links under resources).***

Handout Notes for Teacher: If the students are struggling to develop a poem, they can use the three they read as a template. If students need additional help, the teacher may assist them by generating a poem together on the board as an example.

Total Time: 2 days

Resources for Key Assignment:

Poem Audio Readings can be found here: Harlem

Stopping By Woods on a Snowy Evening

We Real Cool Description or sample of assessment:

Prompt: 10.1.6 Poetry Readings and Questions

Rubric: The poem should be 6 lines long and contain at least one simile/metaphor. This should give the students a creative and enjoyable assignment to break up the weight of the previous key assignments before moving into the next unit. As such, the poem handout can be graded on a pass/fail basis.

ELA/Esport Units and Activity Plans

Subject and Grade: ELA Grade 10

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Unit Name and Number: Unit 2 - What Makes an Entrepreneur do the Things They Do?

Unit timing: 9 weeks

Introduction or summary of the Key Assignments in the unit:

In this unit, students will identify and analyze the motivations and traits of entrepreneurs, with a focus on the esports business. By reading such works as Norse Mythology by Neil Gaiman and Frankenstein (graphic novel), students will analyze motivation and the traits necessary to achieve a self-selected goal. Students will use critical thinking to discover what motivates them in their world and what traits they have to have in order to help them achieve their goals. Students will then research the personal traits of successful entrepreneurs, remaining mindful that “success” is not always measured by positive traits. Students will discuss how the knowledge about their respective entrepreneurs changes their focus beyond the product/brand/marketing aspect and seeks to understand the person responsible for change. Students will use critical thinking skills in order to discuss the ethics of an entrepreneur who creates a business. Subsequently, students will discuss the risks involved with esports and gaming to determine what considerations they will need to make regarding their esports businesses. Finally, students will summarize and evaluate their strengths and weaknesses in order to compare their readiness to create something from nothing as a real-world entrepreneur. STEM thinking within this unit includes developing a conceptual model for how entrepreneurs identify and address problems and using principles of effective oral communication to share their model of entrepreneurial leadership with peers.

Key Assignment 1: Way up Norse!

Writer(s) name(s): Christina Abuel & Susan Carle’

Brief informative introduction of key assignment:

In this key assignment, students will read excerpts from Norse Mythology by Neil Gaiman, an exploration of how decisions were made by the gods. Continuing their examination of decision making as related to entrepreneurs which began in the first unit, students will read an article about video game developers using mythology. Mythological characters often make decisions that prove to result in some pretty extreme complications. Students will choose one of the stories from Norse Mythology and rewrite the story by having the characters make different choices. ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.1

CCSS.ELA-LITERACY.RL.9-10.2

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RL.9-10.4

CCSS.ELA-LITERACY.RL.9-10.6

CCSS.ELA-LITERACY.RL.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.L.9-10.3.A

CCSS.ELA-LITERACY.L.9-10.4

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Connection to eSports:

This lesson demonstrates the decision-making which goes into the creation of both mythology and current stories. It also investigates the decision-making of the entrepreneur who may wish to apply the same decision-making to the eSports industry. Related Instructional Objectives (SWBAT):

Students will be able to: • Read nonfiction and fiction texts in multiple mediums, and respond with inferences

and determine connections found between texts. • Participate in text-based academic discussion. • Write creatively, mimicking an established author’s style and tone.

Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will show a brief clip of Thor’s Coronation Scene from (or trailer for) the 2011 movie, Thor. Students will respond to the video with a quick write using the prompt: “What can you infer about the values and priorities of a culture which created the mythology represented in the video?” ***Examples: Do they value the good of the whole, or the individual? Is nature to be preserved and worshiped, or is nature used for the betterment of society?***

Activity Part 2: The teacher hand out a KWL chart and have students fill in column 1. They will then will lead a brief discussion concerning what the class already knows about Greek Mythology. After the discussion, the students will fill in the second column of the KWL Form.

***The teacher may choose to create an ANCHOR chart of class knowledge to build on through this lesson. The chart can remain posted in the room to assist and scaffold for English language learners and students with other learning and language needs.***

Activity Part 3: The teacher will then introduce the article, “Why are so many video game developers going Norse in 2015?” to the students. Working with a partner or small group, students will carefully and critically read and annotate the article, gathering information about Norse mythology. They will note their learning in the third column of the KWL chart and then share the information they could infer from the article with the rest of the class, briefly comparing and contrasting this information with their prior knowledge about Greek mythology.

Activity Part 4: The teacher will introduce the book Norse Mythology by Neil Gaiman and break up sections of the story by partner/group in a jigsaw activity. (If a teacher is unable to acquire a set of these books, they could instead locate Norse myths online and print these for their class). The teacher will explain to students that they will be responsible for analyzing and understanding one story, chosen from these myths, and teaching it to the rest of the class. Students will use the Myth Evaluation Graphic Organizer to analyze the following for their share-out: the purpose of the myth (to teach about creation, about a cultural

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norm/value, to remember historical events, etc.), the primary theme of the myth as they see it, and a description of the main characters involved and their purpose in Norse mythology. The students should take notes during their peers’ presentations to expand their understanding of Norse allusions for reference later on.

Activity Part 5: Independently, students will select one myth to rewrite in the style and tone of the ancient writers. The teacher will model an examination of the diction and syntax used by the ancient writers, and students will imitate that in their creative writing. Myth Rewrite Prompt: Pick one myth and rewrite that myth with the primary character making a different choice in a pivotal scene. Remember in your creative writing to imitate the style and tone of the ancient writers. The outcome for that character and the theme of the myth you create should be vastly different than the original myth.

Activity Part 6: After writing a first draft of their myth rewrites, students should participate in a peer feedback workshop. The teacher can ask students to look for grammar/spelling/formatting issues, but the primary purpose of the workshop will be to evaluate the stories for the target diction and syntax, alternate choices and themes, traits of myth, and effectiveness of the story.

Total Time: 1 week

Resources for Key Assignment:

Norse Myths

Traits and Purpose of Myths (for review if needed) Myth Evaluation Graphic Organizer Examples of Allusion

Peer Feedback worksheet KWL chart ANCHOR chart Description or sample of assessment: Prompt: Myth Rewrite Prompt: Pick one myth and rewrite that myth with the primary character making a different choice in a pivotal scene. Remember in your creative writing to imitate the style and tone of the ancient writers. The outcome for that character and the theme of the myth you create should be vastly different than the original myth.

Rubric: Creative Writing Rubric

Key Assignment 2: Decision Quality Evaluation

Writer(s) name(s): Jennifer Schmidt (Courtesy: Christina Abuel)

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Brief informative introduction of key assignment:

Students read The Hobbit by J.R.R. Tolkien and analyze characters based on Norse mythology. In class discussions throughout this assignment, students answer the following questions: Why do you think Tolkien chose Norse mythology? What does Norse mythology add to the story?

Students will write a character analysis, in which they discuss the decisions made by the characters. To help guide their analysis, students may use the Decision Quality requirements and the percentages of the “Frame and Values” found in the materials from Decision Education Foundation. ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.1

CCSS.ELA-LITERACY.RL.9-10.4-7

CCSS.ELA-LITERACY.RL.9-10.9

CCSS.ELA-LITERACY.L.9-10.5

CCSS.ELA-LITERACY.L.9-10.4.A

CCSS.ELA-LITERACY.L.9-10.4.C-D

CCSS.ELA-LITERACY.W.9-10.1.C-E Connection to eSports:

Characters in both novels and in video games are influenced by archetypes found throughout mythologies of all kinds. Students will explore different cultural myths to understand the allusions made to these myths in gameplay and in game development. Related Instructional Objectives (SWBAT):

Students will be able to: • Write academically and persuasively, using evidence from a fictional work to support

their claim about a character. • Evaluate decisions made by others and reflect on their own decision making

processes using the decision chain. Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will introduce the world Tolkien created for his works through either a Trailer/video from one of the movies, or through stations around the room using a World Cafe strategy. At one station may be a trailer to watch, at another station a poem/song/illustration or excerpt from the book to analyze, at another station could be a list of the types of characters found in the book, or the map of Middle Earth, etc. This will guide students in gaining background knowledge about the book, After the final group of students have shared-out their findings with the whole class, the teacher can then inform the students that they will be reading The Hobbit as a means of understanding the decisions made by the author and decisions that are made by individual characters in the story.

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Possible Artifacts for World Cafe strategy: Map of Middle Earth

All Trailers of the Hobbit Play Orc Attack! The Hobbit: Character List The Ring-Inscription

Activity Part 2: After the activity, which will give students some familiarity with The Hobbit, the teacher will assign readings for the class. The readings can be completed at home or in the classroom (groups or individually). The entire book can be read in under 7 hours. Please refer to the Teacher’s Guide in the Resources portion of this lesson plan for guides on how to teach The Hobbit. Chapter Breakdown: • Chapter 1: 27 pages

• Chapters 2–4: 26 pages

• Chapters 5–6: 43 pages

• Chapters 7–8: 58 pages

• Chapters 9–10: 30 pages

• Chapters 11–13: 44 pages

• Chapters 14–16: 28 pages

• Chapters 17–19: 30 pages

***For each benchmark reading point, students will respond to what they have read by to show accountability and to ensure student reading comprehension. Because the language in Tolkien’s work is highly specialized, one aspect of their reading response should be identifying words that are new to students and to track these new words in a vocabulary list or a whole class Word Wall. In addition, students may struggle with the dense descriptive passages that are peppered throughout the text. It is recommended that the teacher read ahead and plan the reading schedule (chapter breakdowns provided) accordingly. These complex passages should be given and discussed in class to ensure clarity and reading comprehension. These classroom discussions can allow for formative assessments and adaptations of the lesson for specific students***

Activity Part 3: Once per week (or more as teacher sees fit) students should get into small groups to share out on aspects of the weekly reading assignment. The teacher can provide a guiding question or purpose for these sessions, in addition to the main purpose - to evaluate the decision making of the characters and the decision making of Tolkien to base his characters around Norse mythology. (Here are Chapter Summaries & Reading Comp Questions the teacher can adapt and use to create guiding questions.) ***Optional: Should students be progressing through The Hobbit easily, the teacher can opt to also assign Tolkien’s essay Optional Reading: Tolkien - On Fairy Stories for additional reading. This essay also discusses mythology and can help students analyze Tolkien’s use of mythology in his texts.***

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Activity Part 4: After reading, students will review their notes and reading responses to the text and will select a single major character to analyze in a character analysis essay. This essay will focus on the decision-making of this character throughout the text, using specific examples, quotes, and paraphrases to support the analysis.

Activity Part 5: Thesis Workshop. Using the Thesis PPT the teacher should explain what a high quality thesis statement looks like and help the students construct them for their character analysis essays.

Activity Part 6: After the Thesis PPT, the teacher will give students instructions on the Thesis Statement Throwdown activity and in a class facilitated discussion, the teacher will walk the students through the activity. ***The instructions for the activity are laid out on the Thesis Statement Throwdown, as well as music choices for the music portion. If there are not enough white boards available for each group to have their own, divide the boards up for each group. The sample question can be related to The Hobbit or it can be off topic - whichever the teacher prefers. However, if it is Hobbit related, perhaps make a rule that students cannot use any of the thesis they developed in class.***

Activity Part 7: In order to construct their thesis, the students will be taking into consideration the Decision Quality requirements and the percentages of the “Frame and Values” found in the materials from Decision Education Foundation. The students should analyze the decisions their selected character makes and determine if the character’s decision follows the Decision Quality requirements. The Decision Education Foundation website is interactive and may be assigned as a homework assignment. Students may interact with the website at home to determine the quality of their selected character’s choices.

***Students may work on their essays on their own time and may submit a final draft in the next key assignment - or when the teacher chooses.***

Total Time: 3-4 weeks

Resources for Key Assignment:

Prestwick House resources for The Hobbit The Hobbit - Movie Tie In Lesson Resources *exceptional resource*

World Cafe strategy

Map of Middle Earth

All Trailers of the Hobbit Play Orc Attack! The Ring-Inscription

Thesis Mini-Lesson slides

Character Analysis Scaffold

Hobbit Major Characters List STEAL acronym for characterization

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Thesis Statement Throwdown

Decision Quality

Decision Education Foundation *interactive*

Optional Reading: Tolkien - On Fairy Stories

World Cafe strategy Description or sample of assessment:

Prompt:

After you have completed reading The Hobbit, review your notes, review your reading responses to the text and then select a single major character to analyze in a character analysis essay. This essay will focus on the decision-making of this character throughout the story, using specific examples, quotes, and paraphrases to support their analysis. These supports should come from all phases of the character’s progress throughout the novel and reflect your understanding of the theme, story, and involvement of the character throughout the text. The Character Analysis Essay (may wish to revise) Possible PPT to share if students need extra guidance

Rubric: Character Analysis Rubric

Key Assignment 3: Frankenstein

Writer(s) name(s): Jennifer Schmidt & Christina Abuel

Brief informative introduction of key assignment:

Students will read a graphic novel version of Mary Shelley’s Frankenstein and write

a literary analysis essay in which they explore the notion that Dr. Frankenstein shares the same motivations and traits as many entrepreneurs. Students will synthesize the text with information found in the following articles and present their understanding of how to be successful entrepreneurs and avoid becoming (or creating) a monster.

Revisit the research that shows entrepreneurs often exhibit signs of loneliness (Read: Being an entrepreneur can get lonely. Here’s how to overcome it.) Research also shows that entrepreneurs often operate from fear: “The 7 Fears that all Entrepreneurs Must Conquer”

***Alternate Assignment***

Students will read Lita Judge’s Mary's Monster: Love, Madness, and How Mary Shelley Created Frankenstein and write a literary analysis essay in which the student chooses a character in the story, (perhaps Mary, Lord Byron or Percy), that shares the same motivations and traits as many entrepreneurs. Students will synthesize the text with

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information found in the following articles and present their understanding of how to be successful entrepreneurs and avoid becoming (or creating) a monster.

Revisit the research that shows entrepreneurs often exhibit signs of loneliness (Read: Being an entrepreneur can get lonely. Here’s how to overcome it. Research also shows that entrepreneurs often operate from fear: “The 7 Fears that all Entrepreneurs Must Conquer”

ELA Standards:

CCSS.ELA-LITERACY.W.9-10.9.A-B

CCSS.ELA-LITERACY.W.9-10.2.A-F

CCSS.ELA-LITERACY.RL.9-10.5

CCSS.ELA-LITERACY.RL.9-10.7 Connection to eSports:

Students will understand how entrepreneurial characteristics can be present in characters who are not (eSport) entrepreneurs. Related Instructional Objectives (SWBAT):

Students will be able to: • Write a literary analysis essay using evidence from the text. • Synthesize information from multiple sources. • Read informational texts and illustrated fiction, critically reading and receiving

information in multimedia formats. Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher asks the students to answer this question in a Quick Write: “What matters more, the outcome or the intent?” The students should provide one or two examples (from real life, from video games, etc.) for their answer. After students note their response in writing, they may share their writing with a partner, and then the teacher may lead a whole-class discussion examining the class’s reasoning. The teacher can explain that this is an age old question, often phrased as “Do the ends justify the means?” The teacher might choose to pre read this Intent and Outcome article in order to prepare for and facilitate this classroom discussion.

Activity Part 2: The teacher will introduce the graphic novel of Shelley’s Frankenstein or the illustrated Mary’s Monster, and demonstrate how to effectively read a graphic/illustrated novel. For an understanding of why to use a graphic novel, teachers may choose to read Teaching Graphic Novels and utilize this Teacher’s Guide. ***Mary’s Monster has the added benefit of being written in poetic form as snippets of memories intertwine with a retelling of Mary’s story and how she came up with the idea of Frankenstein. The beast is representative of aspects of Mary’s personalities/traits.***

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Activity Part 3: Students will read the graphic novel and record the traits of the protagonist, Victor Frankenstein, based on his actions, words, and thoughts. After reading the graphic novel, they will be using these notes for their literary analysis essay.

Alternate Activity Part 3: Students will read the illustrated Mary’s monster’s text and record the traits of the main characters in the graphic organizer/activity sheets found on pages 4-8 on this Teacher’s Guide. Based on actions words thoughts and feelings, the students will be able to follow the characters and determine who adheres to an entrepreneurial mindset (Understanding of this concept has been developed over the prior lessons).

Activity Part 4: After reading the graphic novel, the teacher may choose to show scenes from a movie adaptation of Frankenstein or Film Adaptation of Frankenstein to compare and contrast with the graphic novel. Students should point out differences in choices made by the directors and the effects of those choices on how the audience feels and reacts to the scenes in question.

Alternate Activity Part 4: With Mary’s Monster, students can view the above scenes from Frankenstein and analyze the film looking for ways the film adaptation helps students to understand what aspects of Mary’s personality are represented by Frankenstein.

Activity Part 5: The teacher will assign the two articles for this assignment as independent reading. In the interest of time, the teacher may choose to split up the articles so that half of the class reads each one and shares out in a Jigsaw. The first article focuses on the loneliness faced by entrepreneurs (Being an entrepreneur can get lonely. Here’s how to overcome it) and the second deals with the fears which tend to motivate entrepreneurs (“The 7 Fears that all Entrepreneurs Must Conquer”)

While reading, students should use a graphic organizer to sort evidence and examples from each article that connect to Frankenstein. This graphic organizer can be a simple Venn-diagram that they create on a separate sheet of paper. This activity can be completed for Mary’s Monster as well.

Activity Part 6: Students will work on their literary analysis essay and draft a first draft in class as a timed writing assignment using their notes and graphics.

Activity Part 7: Students will self-edit their essays based on the Editing the Essay Part 1 and 2. Additionally, the teacher may choose to have the class peer edit their essays with a partner using the same guide and/or the rubric.

Total Time: 4 week Alternate Total Time: 2 weeks

Resources for Key Assignment:

Literary Analysis Teacher's Guide

Intent and Outcome

Mary’s Monster Teacher’s Guide & Activity Sheet pgs. 4-8

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Jigsaw

A Guide to Using Graphic Novels in the Classroom

GRAPHIC NOVELS ARE EVERYWHERE - Scholastic Teacher's Information

Editing the Essay Part 1 and 2. The 7 Fears that all Entrepreneurs Must Conquer Being an entrepreneur can get lonely. Here’s how to overcome it Description or sample of assessment:

Prompt:

Students will write a literary analysis essay in which they explore the notion that Dr. Frankenstein shares the same motivations, fears, and traits as many entrepreneurs. Students will synthesize the text with information found in the articles and explain their understanding of how to be a successful entrepreneur and avoid becoming (or creating) a monster.

Rubric: Literary Analysis Rubric

Key Assignment 4: Fears of Society Concerning eSports

Writer(s) name(s): Jennifer Schmidt, Susan Carle’ & Christina Abuel

Brief informative introduction of key assignment:

Students create a scenario where eSports may go wrong. They will write a script and present their skits using multimedia, props, and creative costumes. In writing the script, students should consider the traits of a successful entrepreneur and the steps for overcoming, or not overcoming obstacles. The play should clearly show the dangers of an entrepreneur in the eSports ecosystem and the perceptions of the audience, both intended and unintended. ELA Standards:

CCSS.ELA-LITERACY.W.9-10.10

CCSS.ELA-LITERACY.W.9-10.4

CCSS.ELA-LITERACY.W.9-10.3.A-D

CCSS.ELA-LITERACY.SL.9-10.5

CCSS.ELA-LITERACY.L.9-10.3 Connection to eSports:

Writing for narrative is a key skill for video game development. Writing for performance is key in contributing to parts of the eSports community, such as shoutcasting or hosting tournaments.

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Related Instructional Objectives (SWBAT):

Students will be able to: • Write dialogue and narration for conveying a theme. • Collaborate with peers to create a performance piece. • Incorporate multimedia elements to reinforce the theme in their presentation(props,

backgrounds, music/sound effects, etc.) Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will ask students to remember the video clips they watched earlier in the unit of the movie adaptations of Frankenstein. This will act to activate prior knowledge by asking students to consider what made the adaptation unique or effective. ***The teacher will review this document Collaborative Conversation Article for rules for collaborative conversations. The teacher may choose to have students create their own classroom rules for these conversations based in part on this article.***

Activity Part 2: The teacher will explain the components of skits and plays specific to this genre of literature. The teacher will go over: narrative/narrator, dialogue, props, setting, scenes, acts, cast of characters, costumes, etc. ***This Elements of Drama article can be used to guide students on what they will need to include in order to fully create a skit that can be performed. The teacher can facilitate a class discussion on the elements necessary and students can brainstorm ways to include these elements with phrases or specific written actions.***

Activity Part 3: The students will now reflect on the many readings they have done over this unit about decision making in entrepreneurship and then collaborate in small groups to create their skits. These skits will have the goals of: conveying to an audience how to avoid the common entrepreneurial pitfalls, escape the dangers entrepreneurs are prone to, and demonstrates how to achieve success in a specific eSports career path. Teachers may choose to give constraints such as: incorporate eSports scenarios into the skit, cite readings from the unit, etc.

Total Time: 2-3 days

Resources for Key Assignment:

Handout for Writing the Skit If you want to teach script format: Script Teaching Video Elements of Drama Collaborative Conversation Article

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Description or sample of assessment:

Prompt: Write and perform a skit that conveys to an audience how to avoid the common entrepreneurial pitfalls, escape the dangers entrepreneurs are prone to, and demonstrates how to achieve success in a specific eSports career path. Handout for Writing the Skit ***Students will perform their entrepreneurial skits for their peers. Teachers may choose to invite other audience members who could benefit from these performances, such as local business owners, staff members, students from other classes, etc.***

Rubric: Dialogue Writing Rubric

ELA/Esport Units and Activity Plans

Subject and Grade: ELA Grade 10

Unit Name and Number: Unit 3 - The Entrepreneur and the Game

Unit timing: 5-6 Weeks

Introduction or summary of the Key Assignments in the unit:

In this unit, students will begin listening to and making journal entries about Seth Godin's 10 Rules for Successful Entrepreneurs Video. They will further investigate his “rules” and apply them as they prepare to promote their eSports products and services.

Students will learn the processes involved in client/designer relationship and effective communication skills. STEM principles in this unit include a focus on the design process as they identify their “pain points” and iteratively develop solutions to address the need, as well as obtaining, evaluating, and communicating information effectively through argumentative writing.

STEM thinking in this unit will require students to continue to expand on their conceptual model for entrepreneurship by critically considering market needs and how advertising meets specific needs.

Key Assignment 1: Play the Game

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

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1. Listen to Seth Godin’s Rule #1: Do it your way. Students then write in their journals what “doing it your way” means to them. 2. Entrepreneurs thrive when they identify and fulfill a need in the marketplace, and they can expect financial return in doing so. To emulate this, students will play a few minutes of an appropriate game of choice in order to answer questions such as: What does the customer get out of this game? What need does this satisfy for the target audience? Elements to be considered include: Analyze the game for elements that move the gamer along towards the goal Opportunities to get into the gamer’s experience and understand the consumer motivation

ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.SL.9-10.1.A-D

Connection to eSports:

Students will begin to understand how to anticipate and fulfill a customer’s needs/wants in the eSports field. Related Instructional Objectives (SWBAT):

Students will be able to: • Discuss the key components that lead entrepreneurs to thrive • Draw parallels to the characteristics of entrepreneurs • Learn how to identify the needs and wants of the targeted market thus creating and

promoting a product or service which can penetrate and disrupt the eSports industry Key Assignment Activity Parts and Timing:

***Throughout Unit 3, students will focus on specific rules from Seth Godin's 10 Rules for Successful Entrepreneurs Video. In Key Assignment 1, the entire video will be watched and students will take notes on all 10 rules. Key Assignments 2-4 will each focus on a specific rule and have students apply the rule to the specific tasks within that key assignment.***

Activity Part 1: On day one of the unit, the teacher will show the class Seth Godin's 10 Rules for Successful Entrepreneurs Video. Each subsequent day, the students will watch the portion of the video that discusses the day’s rule (i.e. 10 rules, 10 days). Each day the students will make notes about the day’s rule on a separate page in a journal. The student journals should contain their thoughts and opinions concerning each rule and their opinions of the validity of each rule. ***These journal entries are the bulk of this key assignment. There will be a journal entry for each activity in this lesson and the journal will be used in multiple lessons in this unit. Because

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of this, the writing should be thoughtful and reflective. The teacher may create questions for students- writing prompts- based on the tips in the video, if they desire. For homework assignments, the teacher can direct students to Seth’s Blog where he posts mini posts about the different tips. Students can pick a tip that speaks to them and explain why they chose it, what stands out, etc. In their journal entries, students should be encouraged to be as introspective as possible.***

Activity Part 2: Students will be asked to play 10 minutes of a popular game of their choice (either in class, if possible, or at home). As they play the game, students should be thinking and taking notes in their journals to answer these specific questions:

• What does the customer get out of this game? • What need does this game satisfy for the target audience?

***These questions can be addressed directly in a journal entry by each student.***

Activity Part 3: Students should come to class prepared to discuss the answers to the above questions. With these answers in mind, students should be given time to write in their journal addressing the following:

• Analyze the game you chose for elements that move the gamer towards the goal • What opportunities does the game create to draw the player in? • What motivates the consumer motivation to purchase/play the game?

Students will then take their journals home with them and play their chosen game for another 10 minutes. After playing the game again, students will add any additional information they have gleaned from the game to add to their journal entry responses.

Activity Part 4: Students come to class, with their journals, ready to discuss their responses. The teacher will facilitate a short class discussion about the students’ responses, guiding them into a conversation about the marketplace and fulfilling customer needs. The teacher will ask: “What need do you think this game fulfills? Why would someone buy it?” Students should address these questions by writing their responses in their journals.

Activity Part 5: The teacher will then show a video (or several) on the marketplace and its trends/needs. The videos are ordered based on which is most instructive, the teacher can choose to play one or to play all three at different intervals. As students watch the videos, they should remain cognizant of their game and the questions they have already addressed in their journals. Understanding the Marketplace Video

Marketing Strategy Video

Marketplace and Customer Needs Video

***The point of this exercise is to introduce students to the concept of the marketplace and how fulfilling a need or customer demand might be profitable. In other words, customers will only buy what they want/need, if the product is something there is no demand for, the likelihood of convincing customers to buy is slim.***

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Activity Part 6: The teacher will then divide the class into pairs. Each pair should be made up of two students who played two different games. The teacher should then have students examine the two separate video games they each played and identify at least one characteristic (animation, graphics, game design, user experience, narrative, etc.) that is implemented differently between the two games. Students will discuss two points and then record their collaborative responses in their individual journals:

1. Identify the different characteristic(s) of the game and explain how each game utilizes the characteristic differently

2. Determine the pros and cons of the different uses of the characteristics in each game. ***As a scaffold, the teacher may choose to first brainstorm a quick list of possible game characteristics***

Activity Part 7: The student pairs will then partner with another group within the class. Each group will share their characteristic(s) with the alternate group and ask the other group, which game’s version they prefer. Student groups will continue to partner with other groups until all groups have met together. The students will keep a running tally of which game’s version of their characteristic(s) is preferred.

Activity Part 8: Using the data compiled from all the groups, students will draw a conclusion about which version of the characteristic(s) are preferred and explain their reasoning. Their conclusions will be documented in their journals. Students will submit their journals with each activity represented for grading.

Total Time: 2 - 2.5 weeks

Resources for Key Assignment:

Seth Godin's 10 Rules for Successful Entrepreneurs Video

Seth’s Blog

Seth Godin's Website

Understanding the Marketplace Video

Marketing Strategy Video

Marketplace and Customer Needs Video Description or sample of assessment:

Prompt: The entire key assignment can be completed in a journal - this journal will be turned in at the end of the unit and graded as the teacher sees fit (there is a journal rubric included for reference). Some teachers may choose to stamp or otherwise document student progress as they write through the activities. It is suggested that the teacher give students paragraph requirements for each journal entry. The paragraph requirements may differ depending on the content for each entry (i.e. daily in-class journal assignments may require one paragraph, but homework journal assignments may require two paragraphs).

Rubric:

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10th grade Rubric - Assessing a Journal Entry

Key Assignment 2: Consider a Video Game Company and its Intended Audience

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

1. Listen to Seth Godin’s Rule #2: Tell your story. Students will then write in their journals what the phrase “telling your story” means to them. 2. Students will choose a popular game used in eSports and identify target markets (a

particular group of consumers at which a product or service is aimed), competition, and customer profiles. They look at ways that marketing appeals to the emotions and makes customers feel good about buying their product. Students will identify the selling techniques (appeals to logic, emotion, or the “actor” who is selling the product) used to aid customers and clients in making buying decisions. Using an online collaborative tool, student groups will find the answers to the following: 3. Who is the audience? (Students will discuss different genres of gaming companies such as Blizzard (World of Warfare), Riot (League of Legends), EA Sports (Madden), etc. 4. What motivates the audience to participate or purchase? 5. How is the company positioned in the marketplace? How successful are they? (measure of success/market share) 6. What makes a game popular?

Students will then create a multimedia presentation where they share their findings and preliminary assumptions on what makes the game successful (how does it fulfill the needs of the customer) and how profitable the game is.

ELA Standards:

CCSS.ELA-LITERACY.RL.9-10.3

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.7

CCSS.ELA-LITERACY.L.9-10.3

CCSS.ELA-LITERACY.SL.9-10.1.A-D

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Connection to eSports:

Students will begin to understand how to anticipate and fulfill customer’s needs/wants in the eSports field. Related Instructional Objectives (SWBAT):

Students will be able to: • Understand ethos, pathos and logos and how they are used to appeal to customers

within the marketplace • Show knowledge of ethos, pathos and logos through formal assessment • Prepare a graphic heavy presentation of information

Key Assignment Activity Parts and Timing:

***Throughout Unit 3, students will focus on specific rules from Seth Godin's 10 Rules for Successful Entrepreneurs Video. In Key Assignment 1, the entire video will be watched and students will take notes on all 10 rules. Key Assignments 2-4 will each focus on a specific rule and have students apply the rule to the specific tasks within that key assignment.***

Activity Part 1: The teacher and students will revisit Seth Godin's 10 Rules for Successful Entrepreneurs Video by re-watching the segment about Rule #2: Tell your story. After taking a couple minutes to write down any new thoughts on Rule #2, the teacher will facilitate a discussion in class on what story-telling means when it is associated with a product, service, or brand. Teachers will help facilitate the discussion by constructively adding feedback to the discussion. *** Teacher Information on Story-Telling in Marketing, List of Esport Leagues and tournaments, eSport Marketing Starts with the Consumer***

Activity Part 2: Students will then write in their journals about the importance of “telling a story” and what that story means to them. They should also address what “telling a story” could do to build and maintain a brand or a company. Students should also consider what brand(s) they are aware of that “tell a story” about their brand/company. ***The journal entries are the bulk of these assignments. There will be a journal entry for each activity in this lesson and the journal will be used in multiple lessons in this unit. Because of this, the teacher should encourage the students that their writing should be thoughtful and reflective.***

Activity Part 3: The teacher will introduce the rhetorical, persuasive concepts of ethos, pathos and logos to the students. The teacher will handout this guide: Ethos, Pathos, and Logos Definition and Examples (EPL)handout and play the How to Identify Ethos, Pathos and Logos Video for students. Students should take notes on the EPL handout, building and developing the information presented in the handout. After showing the video, the teacher will facilitate a whole class discussion attempting to determine how deeply the students understand the ethos, pathos, & logos. The student level of understanding could be determined more formally with this short quiz: Ethos, Pathos & Logos Quiz.

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***If the teacher already utilizes an online multiplayer quiz app, the app could be used to administer the quiz. If students require additional practice on this subject, the teacher can play this video: Ethos, Pathos & Logos in Persuasion to further explain the concepts.***

Activity Part 4: Once students understand these rhetorical concepts, the teacher will play this video: Ethos, Pathos & Logos: How to Use Persuasive Ad Techniques. Students should take notes in their journals on the specifics of different appeals. After writing, students should view and consider advertisements of the game they choose to play. Students will then write another entry in their journals describing what appeals the advertisements appeal to. They should address the following questions in their journal entry:

• Who is the target audience? • What motivates the audience to participate or purchase? • How is the company positioned in the marketplace? How successful are they

(measure of success/market share)? • What makes a game popular?

***The students should address each question taking into consideration the specific target audience of different genres of gaming companies, i.e. Blizzard (World of Warfare), Riot (League of Legends), and EA Sports (Madden).***

Activity Part 5: The teacher may then choose to group the students in groups of three to develop a multimedia presentation. In their groups, students will share out the answers they have written in their journals to the questions in Activity 4. Each group will then discuss the commonality and differences in answers for each different genre of game. These groups of three will then prepare a multimedia presentation for the class. In their group presentation, each of the three group members should present about one genre of game. ***Teachers may choose to handout these resources to students to help them format and prepare their presentations: MLA formatting and Presentation Skills.***

Total Time: 1 - 1.5 weeks

Resources for Key Assignment:

Seth Godin's 10 Rules for Successful Entrepreneurs Video

Understanding the Marketplace Video

Marketing Strategy Video

Marketplace and Customer Needs Video

Seth Godin's 10 Rules for Successful Entrepreneurs Video

Ethos, Pathos, and Logos Definition and Examples

Ethos, Pathos & Logos Quiz

Ethos, Pathos & Logos in Persuasion

Storytelling in Marketing

List of Esport Leagues and tournaments eSport Marketing Starts with the Consumer MLA formatting

Presentation Skills

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Description or sample of assessment:

Prompt: The entire key assignment, aside from the presentation, can be completed in student journals - these journals can be turned in at the end of the key assignment and graded as the teacher sees fit (there is a journal rubric included for reference). It is suggested that there are paragraph requirements for each journal entry differing with the content of each entry (i.e. daily journal may be one paragraph, but homework ones might be two).

The multimedia presentation will be a graphic example of the students’ journals and the answers to their questions. The presentations should include graphics.

Rubric: 10th grade Rubric - Assessing a Journal Entry

Rubric - Multimedia Presentation Rubric

Key Assignment 3: What Need Can I Meet?

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

As in Unit 4, students listen to and write in their journals Seth Godin’s Rules for Success: #3 and so on until students have listened to all 10.

Students read, take notes, and watch videos found at “How to Brainstorm Like a Googler.” In order to get a larger picture of the ecosystem that is found in the eSports world, student groups are assigned sections of Raising the Stakes: E-Sports and the Professionalization of Computer Gaming by T.L. Taylor and revisit eSports tournaments on YouTube or Twitch. Using their notes (or a design thinking process) student partners design a product or service that could help or improve some aspect of the eSports world. They should go through the process and immediately begin working on a prototype. As they empathize with customer needs, students should be able to answer the following questions about their product/service:

1. How can I improve the eSports economy? 2. What does the customer get out of it? 3. What keeps the customer coming back for more? 4. What keeps me motivated to keep moving towards the goal?

Students then present their prototypes to the class, receive feedback, and continue to improve their product/service throughout the rest of the course.

ELA Standards:

CCSS.ELA-LITERACY.RI.9-10.1

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.W.9-10.2

CCSS.ELA-LITERACY.W.9-10.2.D

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CCSS.ELA-LITERACY.W.9-10.9

CCSS.ELA-LITERACY.SL.9-10.1

CCSS.ELA-LITERACY.L.9-10.4

Connection to eSports:

Students will continue to understand how to anticipate and fulfill a customer’s needs/wants in the eSports field. They will also begin to develop a product/service that can improve eSports. Related Instructional Objectives (SWBAT):

Students will be able to: • Read a text and create an outline from the text • Work in groups to create a completed chapter outline from individual chapter

outlines • Develop a product/service to help/address customers’ needs • Present their product/service to the class and provide feedback to peers on their

product/service Key Assignment Activity Parts and Timing:

***Throughout Unit 3, students will focus on specific rules from Seth Godin's 10 Rules for Successful Entrepreneurs Video. In Key Assignment 1, the entire video will be watched and students will take notes on all 10 rules. Key Assignments 2-4 will each focus on a specific rule and have students apply the rule to the specific tasks within that key assignment.***

Activity Part 1: The teacher and students will revisit Seth Godin's 10 Rules for Successful Entrepreneurs Video by re-watching the segment about Rule #3. After taking a couple minutes to write down any new thoughts on Rule #3, the teacher will facilitate a discussion in class on the students’ thoughts on the rule and how their thoughts may have changed since they originally heard Rule #3. Teachers will help facilitate the discussion by adding constructive feedback to the discussion.

Activity Part 2: The teacher will introduce Raising the Stakes: E-Sports and the Professionalization of Computer Gaming by T.L. Taylor to the students. The class will begin by reading the introduction together and taking notes on it. After reading or while reading, the teacher will facilitate a class discussion on the text, ensuring students are following along and preparing them to dive into the other chapters. While reading the text and writing their outlines, students will use the eSports Product/Service Graphic Organizer to identify specific products or services that Taylor mentions and any additional original product or service that they could create and they believe would help or improve eSports. They should also fill in column 2 of the graphic organizer while reading which asks students to determine how those products or services are used. Students should also make notes on new vocabulary in their outlines.

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***There are not many resources for this text online for teachers, however, MIT has published this short summary: Raising the Stakes and T.L. Taylor has done this interview: T.L. Taylor Interview. The interview is an hour long and may be too long to show in class, but the teacher may find portions to share with their class to enrich the text.***

Activity Part 3: The teacher will divide the class into reading groups. The book has 6 chapters - including a conclusion. Each reading group will be assigned a chapter to read together. Students should assign portions of the chapter within their groups and write an outline on their portion. Students can refer to the How to Write a Chapter Outline handout for instructions on how to write a proper outline. ***The class should be split into either 5 reading groups (chapters 1-5, 1 of each) or 10 reading groups (chapters 1-5, 2 of each). The reading can be done in class and at home as long as it takes each group to work through their reading assignment. For groups finished early, they can begin to read the Conclusion and take notes on it. This individual and group outline can serve as a graded piece to assess the students’ participation and their ability to pick out pertinent information.***

Activity Part 4: After students complete their reading and outlining their portion of the chapter, the individual group members will combine their outlines to create one group outline for the entire chapter. Groups should edit their group outline to ensure it flows and that each of the most important points are represented in the outline.

Activity Part 5: Within their groups, students will discuss (with their eSports Product/Service Graphic Organizer) the products or services T.L. Taylor mentions in the text. Students will then share their ideas on additional products or services they are aware of. Students should use their ideas as a launching pad to brainstorm in their groups additional products or services that can be developed, created or enhanced to help or improve an aspect of eSports. Activity Part 6: The teacher will break students out of their groups to facilitate a whole class discussion on the text. In that class discussion, each group will present their outlines while the other students listen and take notes on each chapter/presentation. The group will then share their ideas for products or services that could help or improve eSports. The students in the audience should ask questions about the product/service or give additional insight/ideas/criticism. The teacher will ask each group how the product/service might meet or help with customer needs. Students will be asked to review their notes and write a two paragraph reflection in their journals about the class discussion for homework.

Activity Part 7: The teacher will open the next class session by asking students again what need their product/service would help or address an eSport customer need. As students empathize with customer needs, they should address the following questions about their product/service in their journals:

1. How can I improve the eSports economy? 2. What does the customer get out of my product (i.e. benefit)?

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3. What keeps the customer coming back for more? 4. What keeps me motivated as a creative entrepreneur? 5. Draw a picture or diagram of the product (graphic image) or write a description (one

page narrative description) of the service developed.

Activity Part 8: Students then present their prototypes to the class and explain what customer need they are addressing with the product/service. The students listening will share feedback with the presenter that the presenter will use to continue to improve their product/service throughout the rest of the course.

Total Time: 1.5 - 2 weeks

Resources for Key Assignment:

Seth Godin's 10 Rules for Successful Entrepreneurs Video

“How to Brainstorm Like a Googler”

Raising the Stakes: E-Sports and the Professionalization of Computer Gaming by T.L. Taylor

How to Write a Chapter Outline

What is Design Thinking

eSports Product/Service Graphic Organizer T.L. Taylor Interview Description or sample of assessment:

Prompt: The entire key assignment, aside from the presentation, can be completed in a journal - this journal can be turned in at the end of the key assignment and graded as the teacher sees fit (there is a journal rubric included for reference). It is suggested that there are paragraph requirements for each journal entry differing with the content of each entry (i.e. daily journal may be one paragraph, but homework ones may be two).

Outline can be a credit/no credit assignment. But the teacher may want to make notes on the structure/content the students come up with. Since they worked in groups, the outline should be developed and not simplistic.

Rubric: 10th grade Rubric - Assessing a Journal Entry

Key Assignment 4: First Iteration of Pitch - Elevator Pitch

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

Students read Pitch Perfect: 5 Steps to the Perfect Elevator Pitch and then write a 30 sec. elevator pitch about themselves and their product. This pitch should hit all 5 steps and make

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the investor or company want to take the time to listen to their product/service ideas. Students practice this pitch with their peers and revise as necessary. ELA Standards:

CCSS.ELA-LITERACY.W.9-10.1

CCSS.ELA-LITERACY.W.9-10.5

CCSS.ELA-LITERACY.SL.9-10.1

CCSS.ELA-LITERACY.SL.9-10.6 Connection to eSports:

Students will create an elevator pitch that will help them sell their idea for the product/solution to address eSport customers’ needs. Related Instructional Objectives (SWBAT):

Students will be able to: • Develop an elevator pitch • Present their pitch to peers • Edit their pitch

Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will open the key assignment by showing How to Create Your Elevator Pitch video to introduce students to an elevator pitch. The teacher will then handout the article Pitch Perfect: 5 Steps to the Perfect Elevator Pitch.

Activity Part 2: The class will read and annotate the article for understanding. The teacher will then facilitate a class discussion on the 5 steps of the elevator pitch to ensure students understand each of the tips.

Activity Part 3: The teacher will instruct students to try coming up with their own draft elevator pitch and write their ideas in their journals. ***If students need additional guidance, the Elevator Pitch Template can be helpful. The teacher can review it with students to further guide them in writing their pitch.***

Activity Part 4: Students will then practice their pitch with their peers. They will present their pitch to at least 5 different students and take note of the feedback they receive. After they present to peers, they will review the feedback they received and apply it to their pitch.

Activity Part 5: Students will then present their pitches to the entire class.

Total Time: 2-3 days

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Resources for Key Assignment:

Pitch Perfect: 5 Steps To A Perfect Elevator Pitch

How to Create Your Elevator Pitch

Elevator Pitch Template Description or sample of assessment:

Prompt: Following the directions in Pitch Perfect, develop a “Perfect Elevator Pitch” and present your pitch to five peers for feedback. After editing your pitch from the peer feedback, present your elevator pitch to the class. Rubric: The pitch will be graded on a credit/no credit basis.

ELA/Esport Units and Activity Plans

Subject and Grade: ELA Grade 10

Unit Name and Number: Unit 4: The Art of Winning - The Entrepreneur and Funding

Unit timing: 7.5 - 8 Weeks

Introduction or summary of the Key Assignments in the unit:

Throughout the unit students will be reading Moneyball: The Art of Winning an Unfair Game by Michael Lewis, to gain a better understanding of the importance of their financial position and the need to use statistics and analytics to run a successful business. This project is an essential component of the culminating Esports Business Plan, and will reinforce the students’ critical thinking and research skills. Students will use textual evidence to support analysis of the text to identify business start-up costs for opening an eSports company. Students will create financial statements to analyze risk and return to make business decisions. These financial documents will be placed in the final copy of their eSports Business Plan. STEM principles within this unit include a strong focus on obtaining reliable data, analyzing the data, and finally engaging in argument from evidence about what constitutes a healthy financial business decision. Key Assignment 1: Financing a Winning Plan

Writer(s) name(s): Jennifer Schmidt (Courtesy: Christina Abuel)

Brief informative introduction of key assignment:

Students will read Moneyball: The Art of Winning an Unfair Game by Michael Lewis throughout this key assignment in order to gain a deeper understanding of the use of financial and statistical information in running a successful business. As a way to help students understand

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what is needed to start a new business, they will fill out the forms for “Calculate Your Startup Costs” found at this interactive website:

https://www.sba.gov/business-guide/plan-your-business/calculate-your-startup-costs ELA Standards:

CCSS.ELA-LITERACY.W.9-10.1.D

CCSS.ELA-LITERACY.W.9-10.2.A

CCSS.ELA-LITERACY.W.9-10.2.D

CCSS.ELA-LITERACY.SL.9-10.2

CCSS.ELA-LITERACY.L.9-10.1

CCSS.ELA-LITERACY.L.9-10.2 Connection to eSports:

Students will continue to understand the career paths around eSports- beyond that of the gamer. Related Instructional Objectives (SWBAT):

Students will be able to: • Interpret data and draw conclusions about data. • Create a visual for data. • Discuss the costs associated with a startup. • Prepare a financial dashboard.

Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will play a video clip of Brain Chesky, co-founder of Airbnb, discussing his startup round. Students should take notes on challenges and achievements that were described throughout the video. ***The challenges and achievements can be personal for the founder or professional or business related. There is a connection between personal and business-related challenges - both can propel an entrepreneur to success or failure.***

Activity Part 2: After viewing the video, the teacher will facilitate a class discussion, asking students to identify what challenges Airbnb faced in trying to find initial investors and what solutions they were able to reach. ***The teacher can organize the students' answers on the white board. This will give students a visual representation of the issues that were faced and the solutions that were reached.***

Activity Part 3: Students will read Moneyball: The Art of Winning an Unfair Game by Michael Lewis throughout this key assignment in order to gain a deeper understanding of the use of financial and statistical information in running a successful business. The reading will be done both in class and independently and will use the Moneyball Reading Activity to help students follow along with the text. The teacher will introduce Moneyball by showing the following video clips:

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1. Moneyball movie trailer 2. Moneyball, Behind the Scenes

3. Moneyball Featurette

***These can all be shown at the same time or different times throughout the text. If choosing to show the videos one at a time, start with #1 and proceed through the list. Moneyball Reading Activity adapted from awesomestories.com***

Activity Part 4: As students move through the text, the teacher will assign portions of the Moneyball Reading Activity. The activity sheet can be used to encourage critical thinking and enhance student comprehension of the text.

Activity Part 5: The teacher will also facilitate class discussion, along with the Activity sheet, by posing the following quotes while students are reading the respective chapters. Students will be responsible for writing about each quote. The teacher can vary the use of these quotes as either prompts for warm ups or for longer class writing activities.

1. Page 13 - Stanford University's Dean of Admissions (Fred A. Hargadon) writes to Mrs. Beane: "We are withdrawing Billy's admission...I do wish him every success, both with his professional career in baseball and with his alternate plans for continuing his education."

2. Page 37 - Billy Beane outlines a situation to his baseball scouts: "We're blending what we see but we aren't allowing ourselves to be victimized by what we see."

3. Page 54 - Billy Beane makes an observation about himself: "It wasn't anyone's fault. I just didn't have it in me."

4. Page 140 - Paul DePodesta (referred to as "Peter Brand" in the film version) describes his reaction to unpopular ball players: "What gets me really excited about a guy is when he has warts, and everyone knows he has warts, and the warts just don't matter."

5. Page 262 - Michael Lewis describes Scott Hatteberg's reaction to his winning home run: "He shouts at his teammates. He's not saying: Look what I just did. He's saying: Look what we just did! We won!"

Activity Part 6: After students have completed the reading and activities for Moneyball, the teacher will model how to use the Startup Costs Worksheet. Students will then complete a startup cost document for their proposed business. (Students have been developing their proposed businesses throughout the previous three units.) The Startup Costs Worksheet has a fictitious company in it, but the students can edit this information to reflect their own proposed company.

Activity Part 7: Students will write a 1-2 page dashboard (details below) of expected returns on investment using the Startup Costs Worksheet to help them with the dashboard. The dashboard will include:

o Statement of financial position o Statement of activities (estimated) o Cash flow forecast

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o indicators for performance o working capital o cost primary outcome

Activity Part 8: Teacher and students will then meet to discuss the cost-benefit of becoming an investor. In collaboration the two will try to discover the holes in the student’s startup costs, and they will analyze the cost document to make sure all financial obligations are being considered. Students will use this information to revise their cost documents and the other parts of their dashboard. Students will submit their revised and completed Dashboard.

Total Time: 2.5-3 Weeks

Resources for Key Assignment:

video clip of Brain Chesky

Startup Costs

Moneyball - to be passed out (or clips viewed if time/money does not allow for the book) awesomestories.com

Startup Costs Worksheet Moneyball movie trailer Moneyball, Behind the Scenes

Moneyball Featurette

Moneyball Reading Activity Description or sample of assessment:

Prompt: Students will write a 1-2 page dashboard of expected returns on investment. Students can use the Startup Costs Worksheet to help them with the dashboard. The dashboard will include:

o Statement of financial position o Statement of activities (estimated) o Cash flow forecast o indicators for performance o working capital o cost primary outcome

Rubric: The teacher may choose to grade this as complete/incomplete, based on all elements being present with an adequately stated written portion. The focus should be on a thoroughly thought through financial plan for each start-up.

Key Assignment 2: Be Resourceful

Writer(s) name(s): Jennifer Schmidt (Courtesy: Christina Abuel)

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Brief informative introduction of key assignment:

Students will read the novel We Were Here by Matt De La Peňa and will revisit the traits of successful entrepreneurs, comparing and contrasting the traits of the main characters with the traits of successful entrepreneurs. Students will participate in a discussion about these similarities and differences. Specifically, students should discuss the ethics involved with the way the boys make money for themselves (i.e., they lie and say they are raising money for a basketball team). At the same time, the students should analyze the ways in which both the boys in the novel and real world entrepreneurs often have to make due with limited resources. Students will write an essay in which they compare and contrast the boys’ traits with those of the entrepreneur they researched early in the course. ELA Standards:

CCSS.ELA-LITERACY.W.9-10.6

CCSS.ELA-LITERACY.W.9-10.3

CCSS.ELA-LITERACY.W.9-10.2.D

CCSS.ELA-LITERACY.SL.9-10.2.E

Connection to eSports:

Students will be developing a product brand and using technology.

Related Instructional Objectives (SWBAT):

Students will be able to: • Create a digital image that conveys an idea. • Discuss the “why” behind their idea/brand/company. • Use technology to create a multimedia argument.

Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will open the key assignment by having students think of their product or service (or refer to their journal entry on their product/service to address eSport customers’ needs). The teacher will ask the students to take 30 minutes and write a 1 page story in their journals about their product or service idea. This story can be about the product/service itself, the benefit it will bring, a story about as customer using it, or the way it will be used by customers.

Activity Part 2: After students write their 1 page journal/story, the teacher will ask students if they have a favorite GIF. The teacher will say, “We are going to take our narrative to the next level by adding a GIF. This will be a GIF created for you, by you. You will use Giphy to create a GIF that supports the story of your brand.”

***The teacher may want to preview the following from the websites: GIPHY Community Guidelines; GIPHY User Terms of Service; How to Upload a GIF; How to Make a GIF. The GIF Maker website does require an account creation and log in.****

Activity Part 3: Teacher models how to use Giphy to create a GIF by following the steps.

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1. Select a photo (preferably student owned) or a short video clip from YouTube 2. Copy the URL or find the location of the photo and open it in Giphy Maker 3. Customize your Gif with text, stickers, animations, etc. 4. Create Gif

Students now create a Gif with teacher providing additional support for students who require more support.

Activity Part 4: The teacher will then introduce the text “We Were Here” to the class. The text will be read in class by following the “We Were Here” Reading Comprehension Questions. (About 6 hours of reading) The teacher will stop as the portions of the novel that relates to the questions come up to discuss the reading and the question. Students should be encouraged to think critically and draw parallels to eSports, entrepreneurship (the entrepreneur they researched earlier in the course) and their own experiences in their responses to the reading. ***Students will be expected to write at least one complete paragraph response to each question. Having students annotate the reading will help them to craft complete responses to the questions. Any new vocabulary can be written on a word wall for the students to practice.***

For homework at any point in the reading, students can be asked to create a GIF at home that relates to some portion of the reading, the characters, the situations, or the book in general. They will also write at least one paragraph in their journals about why they chose the aspect of the text they chose for their GIF and why they created that particular GIF.

For homework, at about 60% through the book, students will be asked to write a two paragraph critical thinking response to the following prompt: “What crime do you think he committed? Why do you believe the author doesn’t tell us what the crime was?”

Activity Part 5: Just after beginning the novel, the teacher will give a lesson on ethics. The following lesson has been adapted for this course from BrainPOP.

1. The teacher will ask the students to complete an entry in their journals addressing the question: "How do we determine what is right and wrong?" Student should discuss what right and wrong is to them and how they believe it is determined.

2. The teacher will then facilitate a class discussion on the students’ journal responses asking “What are ethics?” (The movie defines ethics as a set of guidelines for behaving morally.) Who determines the set of guidelines? Where do the guidelines originate? How do the guidelines change over time?

3. The teacher will then show the Ethics movie to the class. Allow students to talk about how their understanding of ethics evolved after viewing the movie.

4. Ask a student volunteer to explain Tim's process for working through ethical dilemmas (making a pros-and-cons-style list.) Have students ever tried this method? How did it work in the movie?

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5. Students will be given the Ethics Graphic Organizer and will be asked to fill it out based on the book. Students should identify an ethical dilemma in the story, (i.e. lying about raising money for the basketball team) and used the graphic organizer to determine the ethics of the boys’ actions.

6. For homework, students will write in their journals addressing the following questions: How do you determine what is right and wrong? What is the foundation of your "moral compass"?

Activity Part 6: Towards the end of the reading, the teacher will hand out the essay assignment and rubric. Students will begin working on their essay in class, discussing any questions or issues with the teacher or peers. Students will submit a rough draft for peer review. The teacher may choose to review one or more aspects of the grading rubric with the whole class The teacher can then have students in small groups peer review of using one or more sections of the rubric. After students have a chance to rewrite their essays using the feedback they received, A final draft will be submitted for teacher for grading.

Total Time: 3 weeks

Resources for Key Assignment:

We Were Here by Matt De La Peňa

Book Guide for We Were Here

https://eghs.d214.org/assets/4/6/We_Were_Here_study_guide.pdf “We Were Here” Reading Comprehension Questions

Giphy (An account creation and log in are required) GIPHY Community Guidelines

GIPHY User Terms of Service

How to Upload a GIF

How to Make a GIF

Praise, Question, Suggest Protocol Ethics Graphic Organizer Ethics BrainPOP Video Description or sample of assessment:

Prompt: This key assignment has several gradable activities. The GIF, the journal entries/homework assignments, reading comprehension questions, the ethics lesson graphic organizer and the final essay. It is suggested that the activities and homework are graded on a credit/no credit basis and the essay (rough and final) are graded by the teacher. The rough draft will receive feedback and the final draft will receive a rubric driven grade. Also included is a journal rubric. “We Were Here” Argumentative Essay Prompts

Rubric: 10th grade Rubric - Assessing a Journal Entry

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Argumentative Essay Rubric

Key Assignment 3: Looking for gold in all the right places… Finding a way to funding your goals

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

Students write a research paper on the different options for funding that are available to entrepreneurs.

In small groups, they will discuss their findings and come up with creative ways that they plan to fund their innovative esports product/service.

ELA Standards:

CCSS.ELA-Literacy.W.9-10.1a-e CCSS.ELA-Literacy.W.9-10.2a

CCSS.ELA-Literacy.W.9-10.5

CCSS.ELA-Literacy.W.9-10.6

CCSS.ELA-Literacy.W.9-10.7

CCSS.ELA-Literacy.W.9-10.8

Connection to Esport:

Students are investigating strategies to fund an eSports idea. Students will later pitch a plan to fund their idea.

Related Instructional Objectives (SWBAT):

Students will be able to: • Make a claim - supported by research and counter-claims • Construct a well-organized and efficient argumentative paper based on research • Correctly use MLA formatting

Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will open the key assignment with the YouTube video on different fundraising for entrepreneurs that will introduce students to the difficulty of funding but how hard work and dedication can help to achieve funding. While watching this video, have students take notes on the different forms of fundraising that are discussed. The guiding question for this video is, “How do ideas get funded?”

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***Types of funding mentioned could be bootstrapping, self-funding, friends and family (network), crowdfunding, loans, venture capital and lenders.***

Activity Part 2: After the video is finished, the teacher will lead a class conversation asking students to share out what type of fundraising they heard mentioned in the video, and then ask them to write down the types of fundraising they heard on the board. The teacher will also have students give a quick definition of each type of fundraising - from the video. For homework, the teacher may choose to have students pick a type of fundraising to research. Students can be instructed to gather as much information as possible, with an emphasis on information that will help them create at least four talking points - the point is to see if they can gather information on their own. ***Make sure there is a good distribution of students for each funding source***

Activity Part 3: The teacher will have the students take out their research and on a separate paper, write out the top three strengths of their funding type. After each student does this, the teacher can have the students switch papers with a peer. Each pair should read the other’s paper and write out an argument or counter-claim for of their partner’s claims. Students should read and review their partners counter-claims.

Activity Part 4: The teacher will hand out the Argumentative Essay Organizer worksheet to students. The students will use their papers with the strengths and counter-claims to fill out their sheet, preparing to write an essay. After they complete the organizer, they will be instructed to construct a thesis statement for their argument based on the information they have gathered and organized. The teacher may choose to have students review each other’s statements for peer feedback. The teacher will instruct students in conclusion statements and have students review their graphic organizer they filled in to create a conclusion.

Activity Part 5: Students will translate their organizer, thesis statement and conclusion statement into an essay.

Activity Part 6: To conclude the lesson, the teacher may choose to break the class into groups, one student from each funding type to discuss the strongest and weakest funding types based on their collective research. Groups can then be directed to choose the top two ways they would like to try to fund their ideas.

Total Time: 1 week

Resources for Key Assignment:

Argumentative Essay Organizer YouTube Video on How to Raise Funding

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Description or sample of assessment:

Prompt:

Students will construct an argumentative essay for the strengths and weaknesses of one funding source. They will do this with the help of the Argumentative Essay Organizer.

Rubric: Argumentative Essay Rubric

Key Assignment 4: Brave New World

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of the key assignment:

Critical Friends Groups critique their peers’ practice presentations. Include the following based on what their personal goals are:

Executive summary, information about the business, skill, service student has developed, goals and ways to meet those goals, target market, what they need from investors, use of persuasive and argumentative rhetorical strategies, and a tagline/slogan.

Students revise until the pitch and presentation are well prepared. Final presentation will be presented in the final unit.

ELA Standards:

CCSS.ELA-Literacy.W.9-10.1a-e CCSS.ELA-Literacy.W.9-10.3a-e

CCSS.ELA-Literacy.RL.9-10.3

CCSS.ELA-Literacy.RL.9-10.2 CCSS.ELA-Literacy.RL.9-10.4

CCSS.ELA-Literacy.L.9-10.4a-d

CCSS.ELA-Literacy.RL.9-10.2

Connection to eSport:

Students will create a pitch to give to investors about their eSports product/service.

Related Instructional Objectives (SWBAT):

Students will be able to: • Expand their elevator pitches using what they have learned about funding sources • Prepare to “pitch” to a board of experts and to their peers

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Key Assignment Activity Parts and Timing:

Activity Part 1: The teacher will do a quick recap on elevator pitches - covered earlier in the year. Students should already have a working elevator pitch (Lesson Plan 10.3.4), they will work on expanding and further developing that pitch. The teacher can show a quick elevator pitch video (there is an additional option in resources).

Activity Part 2: Now that students have researched different ways to gather funding, students will have a better idea of what their “ask” is - what do they desire from the person they are pitching to? Students will expand their ask to include this in greater detail.

Activity Part 3: The teacher will hand out the two articles on presentations to students: Presentations: Signpost Language and The Do's and Don'ts of Giving a Killer Presentation. The class will be divided into small groups. Each group will choose an article to read. Groups will read their chosen article and develop a brainstorm list of important presentation skills from their reading and personal experience. Then the teacher will facilitate a class discussion on which tips and language the students might use to enhance their pitches.

Activity Part 4: Students will then practice-present their pitches to each other and revise their pitches until the pitch and presentation are well prepared. ***Each student will give an individual final presentation in the final unit (5).***

Total Time: 1 week

Resources for Activity:

YouTube for Elevator Pitches https://www.youtube.com/watch?v=Lb0Yz_5ZYzI https://www.youtube.com/watch?v=wVYyCUwDFhE

Elevator Pitch Template

Presentations: Signpost Language

The Do's and Don'ts of Giving a Killer Presentation Description or sample of assessment:

Students revise until the pitch and presentation are well prepared. Final presentation will be presented in the final unit.

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ELA/Esport Units and Activity Plans

Subject and Grade: ELA Grade 10

Unit Name and Number: Unit 5: Culminating Unit - The Business of You

Unit timing: 8.5 - 9.5 Weeks

Overview/Details- Introduction or summary of the key assignment in the unit:

Students will synthesize each of the components of the eSports business plan and finalize the Executive Summary. It will be a concise overview of the entire plan that includes important details such as the mission, product/service offerings, growth goals, and financial highlights. This section should outline the location of the company, possible future expansion within or outside the US and highlighting the strengths of the overall plan to include: when and why the esports business was established, potential for success in the marketplace, financing, execution, and marketing. The Executive Summary must follow the conventions of the English language and be logically sequenced. The Executive Summary will be the final portion for the Esports Business Plan culminating project. In addition, through the reading of fiction and non-fiction, students have developed a keener sense of who they are and how they fit into the world of esports and entrepreneurship. This final unit will be one that asks students to write creatively about their future and to write a reflection on their past. They will look again at ethics and the business of becoming “you.”

STEM principles within this unit require students to present their final models of entrepreneurship (i.e. their Esports Business Plans) to an authentic audience by effectively using a multimedia presentation, evidence-based claims, and effective oral communication.

Key Assignment 1 - Brave New World

Writer(s) name(s): Jennifer Schmidt

Students will read A Brave New World, by Aldous Huxley, looking at the motif of alienation and examining motives and ethics of the characters in the novel. Students will be encouraged to see exile from the perspective of literary theorist Edward Said, examining how a character experiences this exile and is “cut-off” from their home. As an entrepreneur, taking the path that leads away from all that is comfortable and known is not uncommon, students will compare the novel to the path that an entrepreneur may take and how they may also feel “cut-off” from home.

ELA Standards:

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CCSS.ELA-Literacy.W.9-10.1a-e CCSS.ELA-Literacy.W.9-10.3a-e

CCSS.ELA-Literacy.RL.9-10.3

CCSS.ELA-Literacy.RL.9-10.2 CCSS.ELA-Literacy.RL.9-10.4

CCSS.ELA-Literacy.L.9-10.4a-d

CCSS.ELA-Literacy.RL.9-10.2

Connection to eSports:

Students will understand how entrepreneurs may feel along their chosen career path and relate that to the budding eSports industry.

Related Instructional Objectives (SWBAT):

Students will be able to be able to: • Examine a text and draw parallels to the motifs and experiences presented by the

novel to the experiences of real-world entrepreneurs • Analyze a text through a literary theory lens, taking Edward Said’s theories into

consideration while reading the novel.

Key Assignment Activity Parts and Timing:

***An anchor chart will be beneficial for this unit. It can include vocabulary, perhaps sad or forlorn or isolated vocabulary, as well as information they have gathered from the texts as the students move through the unit.***

Activity Part 1: The teacher will open the Unit with discussion on alienation with regards to entrepreneurship. The teacher will pass out copies of 10 Reasons Why Entrepreneurship Will Make You Feel Alone. This article will help students understand why entrepreneurs may feel lonely and “cut-off” from their “home.” The teacher will instruct students to read the article, annotating and making notes about key passages. To scaffold this activity for English learners or students who may require additional support, the teacher may wish to have students pair or combine into small groups and “jigsaw” the reading. Teachers may also choose to use a graphic organizer to help students engagement with the reading. The teacher will then lead a whole class discussion, asking questions sample questions) and having students back up the claims they make (their answers) with key passages from the text. For homework, the teacher can have the students research one or two entrepreneurs - focusing on whether the entrepreneur felt/feels lonely or alienated. They can find this through interviews of op-ed pieces written by the entrepreneur. For reference, the students can be guided to entrepreneur.com. Students can use this worksheet to help guide their research (2-3 days).

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***The article discusses the idea of “stability” quite a bit. This may be a great opportunity to ask the students what stability means to them and how important they feel it might be. If the teacher has a more advanced class, this may branch into a conversation about stability in the world/U.S./politics. Ultimately, it will be up to the teacher to determine how in depth they want to go with their students into the additional concept of stability.***

Activity Part 2: The teacher will introduce novel, A Brave New World, by Aldous Huxley, along with the motif of alienation, and the focus on examining the motives and ethics of characters. The teacher will design their teaching of this novel to meet their classes’ specific reading needs. For instance, the novel can be broken into reading sections by chapter or groups of chapters and assigned for homework with specific engagement features. Engagement features may include graphic organizers or questions for the students to answer with textual citations. The teacher should encourage reading rigor by providing in-class reading and silent reading time (2-3 days). ***Brave New World TEACHING GUIDES is included here for reference and to allow the teacher to compose reading guides or reading questions specific to their classes. Resource for Huxley’s views on Women and Marriage that a teacher may choose to use to augment the classroom discussions on the themes of equality.***

Activity Part 3: Teacher will handout Edward Said - Reflections on Exile and read it with the class, students will be encouraged to connect with the motif of alienation discussed in Activity Part 2. (The same resources of guides, questions, and graphic organizers can be used that were used in Activity 2) (3 days) *** It is important to note that one of the main themes in the novel is Individual vs. Society… with this, the idea of self-imposed exile can also be introduced. This would be most like the type of exile an entrepreneur may experience. Self-imposed exile also ties into alienation. Both often cause people to alienate themselves from others***

Activity Part 4: Students will read Edward Said - Reflections on Exile in class with the teacher guiding discussion, encouraging students to analyze text for motif, character motivations and ethical dilemmas. Teacher may choose to use a graphic organizer to help students engage with the text. (8 days)

Activity Part 5: Students will write a short essay in response to the prompt (1 week):

After reading and analyzing the text, synthesize the information you gathered about the emotional experiences of a character from Brave New World, comparing them to an entrepreneur. Please write an essay in response to the following prompt using your notes from the book and your research worksheet:

Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet, Said has also said that exile can become “a potent,

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even enriching” experience. Using Brave New World, consider how a character experiences such a rift and becomes cut off from “home.”

Total Time: 4 weeks

Resources for Key Assignment:

A Brave New World, by Aldous Huxley

Brave New World Options for Entrepreneurship

Brave New World TEACHING GUIDES

Edward Said - Reflections on Exile

10 Reasons Why Entrepreneurship Will Make You Feel Alone Description or sample of assessment: Prompt:

After reading and analyzing the text, synthesize the information you gathered about the emotional experiences of a character from Brave New World, comparing them to an entrepreneur. Please write an essay in response to the following prompt using your notes from the book and your research worksheet:

Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet, Said has also said that exile can become “a potent, even enriching” experience. Using Brave New World, consider how a character experiences such a rift and becomes cut off from “home.”

Rubric:

Argumentative Essay Rubric

Key Assignment 2 - Creative Writing - Showing the Future You

Writer(s) name(s): Jennifer Schmidt

After students read and annotate the blog from Jerz’s Literacy Weblog “Crisis vs. Conflict: Engaging a Reader with the Protagonist’s “Inner” Story. They will then write a short story narrative to the following prompt- “Write a short story narrative that tells the story of you as you pursue the business of the “future you.” What will the world look like in 10 years? What

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will eSports and video gaming be like? How will you get to your chosen position in the ecosystem? Your narrative should include descriptive language about: The environment (all aspects of the setting) The experience—your dreams/goals, how you achieved them (school, friend, mentor, accident...), WHAT SKILLS WILL YOU NEED TO DEVELOP OR IMPROVE? New science/technology Clear conflict (obstacles) that were met and either overcome or were setbacks (rising and falling action) A provocative ending—is it clear where the world of esports, or the world in general is going? Leave the audience pondering your future world.”

ELA Standards:

CCSS.ELA-LITERACY.RI.9-10.1

CCSS.ELA-LITERACY.RI.9-10.2

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.5

CCSS.ELA-LITERACY.WHST.9-10.1

CCSS.ELA-LITERACY.WHST.9-10.10

CCSS.ELA-LITERACY.WHST.9-10.2

Connection to eSports:

Students will discuss where they feel they will end up in the future of eSports. Related Instructional Objectives (SWBAT):

Students will be able to describe their future in the ecosystem of eSports. They will write a narrative story that details the rise and the future of eSports with understanding of how to show and not just tell with descriptive writing.

Key Assignment Activity Parts and Timing:

Activity Part 1: Teacher and students will read Jerz’s Literacy Weblog together and students will annotate the text, focusing on the differences between conflict and crisis in the first portion of the article. (1-2 days). ***The article presents several vocabulary words that could be added to a word wall or other vocabulary building resource teacher has in place. As a form of assessment, the teacher could give vocabulary tests to help build students’ vocabulary.***

Activity Part 2: Teacher and students will continue with the same article, focusing on the second portion, “Drama in Writing” and continuing to annotate the text, with emphasis on Types of Conflict (bottom of article) (1-2 days)

Activity Part 3: Teacher will move to Jerz’s referenced article Show, Don’t (Just) Tell, showing how students can expand their writing to include description and extra added detail to represent their point, rather than simply telling the reader (1-2 days). ***The PDF resource (next activity part) has examples and samples for the students to do on their own. This can be graded as a credit/no credit, or it can be done for points. It is very

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guided, but if students need additional help, they can be instructed to work with their peers and/or the teacher can go over the answers together.***

Activity Part 4: Students will complete handout on ‘Showing Not Telling PDF Practice Resource’ either independently, as a class or in groups (1 day) ***The link for this is to an online PDF resource. If the link is broken or moved, it can be searched for from Google.***

Activity Part 5: Teacher will handout instructions for “Future You” creative writing assignment and discuss project (20 minutes) (resource) ***This short story narrative should give the reader a glimpse into a phase of the student’s future success. Preferably, this narrative will show the students on their way to their ultimate destiny. The students should tell about where they are on this journey, why and what they hope to achieve. The story should about this journey because the reader should be left wondering about the ultimate ending for the writer… where will they actually end up vs. where they would like to be? In line with showing, not telling, encourage the students to stay away from “I am…” statements in the story. Instead, if they want to show that they are a world famous video game designer, the student can instead share stats about some of his game designs or reviews or articles about themselves.***

Activity Part 6: Students will begin developing their future “self” and how they foresee their future progressing - this is broken down into portions on handout (2-3 days)

Activity Part 7: Students will begin to construct their story - Teacher will take a class period to reiterate the elements of a story and Plot Line tying in their responses to the story guide in Activity Part 5 (1 day)

Total Time: 1.5 weeks

Resources for Key Assignment:

Crisis vs Conflict: Engaging a Reader with the Protagonist’s “Inner” Story. Show, Don’t (Just) Tell A Writer’s Cheat Sheet to Plot and Structure

Show, Don’t Tell: How to Show Not Tell in Writing With Exercises

Showing Not Telling PDF Practice Resource (online PDF)

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Description or sample of assessment:

Students will write a short narrative that should include descriptive language about: The environment (all aspects of the setting), The experience—your dreams/goals, how you achieved them (school, friend, mentor, accident...), WHAT SKILLS WILL YOU NEED TO DEVELOP OR IMPROVE? New science/technology Clear conflict (obstacles) that were met and either overcome or were setbacks (rising and falling action) A provocative ending—is it clear where the world of eSports, or the world in general is going? Leave the audience pondering your future world.

Prompt: The Future You Narrative Story

Rubric: Narrative Rubric

Key Assignment 3 - You, the Entrepreneur

Writer(s) name(s): Jennifer Schmidt

Self-reflection: Students read, annotate, and analyze Rudyard Kipling’s poem “IF” and the article “A Classic Poem's Timeless Activities for Entrepreneurs” by Andrew Medal.

Students reflect on the year, the type of person they are today and who they want to continue growing into. They write their own “If” poem or essay

ELA Standards:

CCSS.ELA-LITERACY.WHST.9-10.6

CCSS.ELA-LITERACY.WHST.9-10.10

CCSS.ELA-LITERACY.W.9-10.3 a-e

CCSS.ELA-LITERACY.RL.9-10.9

CCSS.ELA-LITERACY.RI.9-10.3

CCSS.ELA-LITERACY.RI.9-10.5

Connection to eSports:

Students will continue to understand the ecosystem of eSports and their possible connection to an eSport occupation.

Related Instructional Objectives (SWBAT):

Students will be able to:

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• Write creatively about their future in the ecosystem of eSports through a self-reflection on where they have been and where they would like to be.

Key Assignment Activity Parts and Timing:

Activity Part 1: Teacher will open section with quick introduction to the continuation of the unit - connecting the prior lessons and having students take their future narratives from Key Assignment 2 and further develop themselves as eSports entrepreneurs (20 mins). ***This Key Assignment builds on the last one so there is no distinct stop and start between the two.***

Activity Part 2: Teacher will handout a printed copy of Rudyard Kipling’s "If" and will play the YouTube Smash video of the poem (5 mins). ***The students should watch the video and follow along on their printed copy. There may be some words the students aren’t familiar with. After the video moves through the poem, have the students read it to themselves. This would be a good time for the students to underline the words they are unfamiliar with and try and decipher the meaning by context. After they have time to do this, go over the poem with the students and ask for meaning by context. Teacher might consider the use of hints and questions to help students tease out the meanings of words. If the teacher has a word wall, add the words to the wall.***

Activity Part 3: Teacher and students will read through “A Classic Poem’s Timeless Activities for Entrepreneurs” and annotate - highlighting the connection to self-reflection (1-2 days).

Activity Part 4: Students will begin to read the “If” poem line by line and annotate as a class, focusing on the aspects of self-reflection and activities for entrepreneurs (1-2 days).

Activity Part 5: Students will write a reflective journal focusing on what they have learned about themselves thus far in the year and the person they would like to continue to grow into (1 day). ***This can be a simple 5 point journal with points awarded for thoughtfulness/depth, completing the assignment, and fulfilling a length requirement dictated by the teacher.***

Activity Part 6: Students will then write an “If” poem (free form, prose, lyrical or structured), based on their reflective journal (1 day). ***When students hear “write a poem” they often panic! Keep the grading gentle on this poem. Creativity flourishes best when it isn't hindered by dictations and direction. Encourage students to really step outside of the box. There can be a length requirement, i.e. stanzas, lines, couplets, etc., but encourage the students to truly reflect and come up with a poem. Perhaps a credit/no credit grade or 10 points awarded for completion and reading aloud.***

Activity Part 7: Students will read their poems to the class (1 day).

Total Time: 1-1.5 weeks

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Resources for Key Assignment:

A Classic Poem’s Timeless Activity for Self-Reflection

Smash Cut Rudyard Kipling "If" Video Poem

Rudyard Kipling "If" Full Poem Description or sample of assessment:

Students reflect on the year and on the type of person they are and want to continue growing into. They write their own “If” poem reflecting on their past and future. Please see Activity Parts 5 and 6 for grading tips.

Key Assignment 4 - The Ultimate Multimedia Proposal Presentation

Writer(s) name(s): Jennifer Schmidt

Brief informative introduction of key assignment:

Groups finally present their revised and rehearsed, multimedia proposal as a capstone in a 3-5 minute presentation of the business plan to a group of potential investors or venture capitalists. Students present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation). Essential skills include the ability to work well and communicate information and ideas effectively to multiple audiences using a variety of media and formats. Student produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students write a proposal with arguments to support claims in an analysis of substantive topics using valid reasoning, as well as relevant and sufficient evidence.

ELA Standards:

CCSS.ELA-LITERACY.RI.9-10.1

CCSS.ELA-LITERACY.RI.9-10.2

CCSS.ELA-LITERACY.RI.9-10.4

CCSS.ELA-LITERACY.RI.9-10.5

CCSS.ELA-LITERACY.WHST.9-10.1

CCSS.ELA-LITERACY.WHST.9-10.10

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CCSS.ELA-LITERACY.WHST.9-10.2

Connection to eSports:

Students understand and develop eSports proposals.

Related Instructional Objectives (SWBAT):

Students will be able to present their eSports proposals in front of an audience using proper presentation skills.

Key Assignment Activity Parts and Timing:

Activity Part 1: Teacher will instruct students on requirements of the proposal presentation, reminding them to use what they have come up with over previous units, (1 day).

Activity Part 2: Students can be given time in class to work on their presentations, (2-3 days).

Activity Part 3: Students will make their 3-5 minute presentations, (1-2 days).

Activity Part 4: Students will discuss each other’s presentations and give each other help and tips on how to improve (1-2 days).

Total Time: 1.5 weeks

Description or sample of assessment: Prompt:

Your eSports Business Plan presentation will include: An Executive Summary with Information on the business, skills, and/or services you have developed The goals of the plan and specific ways you will meet those goals A target market The specifics you will need from investor A tagline/slogan

Your plan must use persuasive language and employ argumentative rhetorical strategies

Rubric: Oral Communication Rubric

Key Assignment 5 - The Win

Writer(s) name(s): Jennifer Schmidt

© Samueli Foundation / North America Scholastic Esports Federation 66

Brief informative introduction of key assignment:

Students will pitch their business plan to eSports industry experts (or an authentic audience). They will then write a reflection of the experience--concerning what they learned and how they would improve their pitch. Included in the reflection will be the students’ recognition of the skills they have learned throughout the year and how they might use those skills outside of the classroom.

ELA Standards:

CCSS.ELA-Literacy.W.9-10.1a-e CCSS.ELA-Literacy.W.9-10.3a-e

CCSS.ELA-Literacy.L.9-10.4a-d

Connection to eSports:

Students will present their presentations to a panel of industry experts.

Related Instructional Objectives (SWBAT):

Students will be able to: • Present their revised presentations in a professional and knowledgeable manner to

industry professionals.

Key Assignment Activity Parts and Timing:

Activity Part 1: Teacher will remind students of the requirements for their presentations (1 day). ***This is the same as in the previous Key Assignment - the students are simply taking their presentation and the feedback they were given and revising their presentation if they choose. They then will present again to a live panel.***

Activity Part 2: Students will make their presentations to a panel of industry professionals (1-2 days). If possible, it would be desirable for the panel to give specific feedback to each of the students concerning their presentations. The teacher might provide the panel with a copy of the rubric for the presentation as a feedback guide, (not as a grading tool but rather to be used as a feedback tool).

Activity Part 3: Students will write a reflection on the process and the success of their proposals (1-2 days). ***This would be a reflection on their original proposal and how they were given feedback, how much of the feedback they used for their final presentation and how they felt presenting overall.***

Total Time: 1 week

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Description or sample of assessment:

Students will write a reflection of the experience--what they learned and how they would improve the pitch. Included in the reflection will be the students’ recognition of the skills they have learned throughout the year and how they might use those skills outside of the classroom.

Rubric: Oral Communications Rubric