In Language Arts we all created a game with a part of speech that our teacher gave us. Before getting the part of speech for the game, we all researched a different part of speech. Austin and I got verbs. We got a poster and wrote everything you need to know about verbs. My job was looking up action verb, tenses, and helping verbs. Austin did linking verbs and the definition of a verb. When we all finished we presented. The action verbs and helping verbs weren’t hard, but the tenses were challenging. The present, past, and future tenses were confusing, but now it makes sense. I learned that present usually ends with an “ing”, past usually ends with an “ed”, and future usually starts with will before the verb. I’m glad I got verbs because I didn’t know about those before.
Later, we assigned the part of speech for our game creation. I got adverbs! My partner for this process was Julia, and she had adjectives. The first job we had to do was make sixteen questions for adverbs and adjectives. I made eight questions for adverbs and Julia did eight for adjectives. Then we came up with a game idea. I thought about the tv show The Wall and thought we could create that T.V. show. Julia wanted to make a board game, so we combined them. Then we had to think about a game name and theme. For the theme, I came up with candy. Then we needed to come up with a game name. Julia thought it would be cute to use an adverb and an adjective. I came up with the name Spectacularly Sweet! Then, I did the game pieces using Tinkercad so that they could be printed on our 3D printer. I had to measure each piece to make sure they would fit and squish into the places they needed to be. While I was doing this, Julia designed the board. When I was waiting for the pieces to be printed, I made the instructions. Then Julia printed out the questions and cut them. The last step was creating The Wall. I printed out pieces to be glued on it ahead of time. All I had to do was make the sides and put bags on the bottom for the balls to go into. After I finished hot gluing all the pieces on, we were done!
Once our game was finished we had to create the rules to play. First, pick a number where you want to drop the ball from. Then pick up a card and answer the question. If you get the question correct, then pick up a green ball and put it on top of circular tube that you picked earlier and let go. If you get the question wrong, pick up the red ball and drop it from the top of the number on the wall that you picked before. The ball will fall into a bag with a number. That number will be how many steps your character will move. Then, move your piece on the board either forward, if it’s a green ball or backwards, if it’s a red ball that many spaces. If it’s a green ball move it forward. If it’s a red ball move it backwards. The goal is to get to the end to save Kisses, our game mascot! The most difficult part of creating the game was figuring out the sizes that each piece had to be. I had to measure the board for The Wall, see how many pieces and how big they have to be, then test it out. The easiest part was coming up with the name of the game. All we had to do was come up with a theme and base the name on it. My favorite part of creating the game was coming up with the game pieces, even though they were hard, it was still enjoyable. I liked coming up with the donuts and figuring out how to put sprinkles on them.
When I played the game I created, I thought it was fun. It didn’t always go the way I planned when I dropped the ball because it sometimes didn’t go in the bag. I realized since there is no cover in the front, it could easily bounce out. This incident occurred every so often but not all the time. I also saw that the ball got stuck between the game piece and the edge of the wall. I didn’t like that there wasn’t a lot of pieces for the balls to go bounce off of. If I could change something about my game, I would put more game pieces on the board of The Wall. I would also make them smaller so they can be closer together and have more options to fall through.
I believe this game is the best for middle school students because you learn the answer to the questions in middle school. I feel like not a lot of fifth graders know about quantitative adjectives and manner adverbs. I think the questions for the game are advanced because it’s going into deeper meanings of adjectives and adverbs. In elementary school your learn what an adjective and adverb is, but in middle school you learn about them more in depth.
I think this is a reasonable project because you receive a deeper understanding of your part of speech and other parts of speech when playing the classmate’s games. It also teaches partnership and how to solve problems. On Tinkercad I had to test game pieces multiple times to make sure they were the size I wanted. It also teaches you to think about the problem ahead of time and then figure out how you can make it possible. It can also be helpful for middle school students to learn about adjective and adverbs and have fun at the same time! In conclusion, I enjoyed creating this game and learning more about adjectives and adverbs.