Coming Fall 2014 to River View High School ~ A Hero's Journey


Greetings traveler! We are the Council of Three: Lorekeeper Diane, Lorekeeper Arndrea, and Lorekeeper Dawn. You have been selected for a very important quest that will stretch your mental abilities and test your resolve. Not all have been chosen to undertake this journey, but you are unique, gifted, and talented, and that is why the Council has selected you. What is this mission, you ask? It is a journey... A Hero’s Journey.

This letter will inform you of the task ahead. It contains all you need to know about your training and the challenges you’ll face. Read on, friend. Your path is laid out before you, and should you choose to embark on this road, we will be here to guide and assist you.

The Road Ahead

The challenges you’ll face on the path ahead will take place in three major arenas:

World of Warcraft: During this journey, you’ll experience the trials of a hero as you explore the popular, online world of Azeroth. Here, you’ll choose what role you’ll play, and how you aid the good citizens of that world, while reflecting on your experiences there. Most of our challenges for you will take place there. You won’t face these alone, however. Together with your fellow heroes (your classmates) and fellow adventurers from other schools, you’ll form a player guild and support each other on this journey.

The Hobbit: Though you’ll be experiencing the trials that heroes before you have faced, we’ll have another hero we’ll be studying along the way. Together, we’ll read The Hobbit and and find out how Bilbo Baggins and other characters faced their own challenges and how they compare to yours.

The Real World: All of your challenges will be outlined for you in an online format. In the online course, you’ll submit your work in each challenge we present to you. Along the way, you’ll also draw from your experiences in the real world and see how those compare to your experiences in Azeroth as well as to those of the charcters in The Hobbit .

Challenges and Experience Points

There are no assignments in this quest nor are there grades as you are probably familiar with them. Rather, each week you’ll be presented with a series of challenges. These come in a variety of forms:

  • The Hero’s Journal - this is where you’ll write and reflect on your journey.
  • Tavern Talks - these are online discussions you’ll have with your fellow heroes. Many of your challenges will be submitted here.
  • Adventures in Azeroth - these are challenges that take place entirely in World of
    Warcraft.
  • IRL - these are challenges that take place in the real world.

Each challenge you undertake in this quest will be awarded with experience points. The number of experience points you earn will depend on the quality of your work. The Lorekeepers will inform you of how many experience points each assignment is worth and how you can earn the greatest possible experience. As you earn experience points, your hero’s level in the course will increase. Will you reach the highest level possible?

A Hero’s Reputation

One of the things most valued by a hero is their own reputation. Your reputation is a critical piece of your success on this quest. All heroes must agree to the following:

  • Courteous. A hero will not curse, spam, or beg. This applies to your activity in the classroom as well as in the online course and in World of Warcraft.
  • Respect. You must demonstrate this to the Lorekeepers, your fellow heroes, and to those you meet in World of Warcraft.
  • Prepared. You should arrive each day ready to embark on whatever challenges the Lorekeepers have for you and with any previous challenges completed on time.
  • Focused. Your challenges will require you to be completely focused. Straying from the path will impede your progress.

The Path Ahead

The following is a rough outline of the journey that lies before you. The Council has forseen the following, but the future is sometimes unclear and there may always be unknown challenges ahead. Visit the Quest page .

The Plan

So will you accept this call of the hero? Will you face the challenges that lie ahead, helping your fellow heroes along the way? Will you maintain a reputation worthy of heroism? If so, sign this agreement. Destiny awaits...

 

Sincerely,
The Council of Three

 


Based on - WoW In School: A Hero's Journey, by Lucas Gillispie and Craig Lawson - which is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. We are grateful for the experience shared by humanities teacher Peggy Sheehy and the students of Suffern Middle School for their support as we, River View High School teachers, design our own Hero's Journey.

 

Expectations

A Heroes Expectations

You are a member of a select few, chosen by your teachers and principal to participate in this program. There are thousands of students around the world who love the chance to participate in something like this. This is a big opportunity and the world will be watching. Already, this project has been the topic of over 40 blogs and website articles. It has been written about in magazines like THE Journal, and has been featured in WoW Insider's prestigious 15 Minutes of Fame section three times! It has been featured in local news and in several online podcasts. There are over 70 education leaders from around the world following this project closely on the RezEd website and the project wiki has had about 22,000 visitors from 118 countries. The project has also expanded around the world as students in Florida, New York, New Jersey and even Australia are beginning to participate. As a participant in the WoWinSchool Project, you are one of our Heroes. You leave a legacy. You represent yourself, your family, your classmates and your school.

So of course, there are some expecations for you:

    • Do not share your account information with anyone in or out of this class, especially online.
    • School and district rules regarding your behavior should be followed both in the classroom and "in-world."
    • You must follow Blizzard Entertainment's End-User License Agreement while "in-world."
    • Cursing, spamming (using chat to repeat unwanted messages), and griefing (disrupting the play
      experience of other players) are prohibited. This applies to both "in-world" and real life (especially Ventrilo).
    • Your account may have characters on them created by teachers or others. You may not log intothose accounts or change them in anyway. Likewise, they will respect your characters.
    • Treat everyone, both in class and "in-world" with respect. You represent your school and this project!
    • You must follow all rules established by your guild (the student-run player association).
    • You are a team player. Don't forget!

 

I agree to these expectations (student signature):

_________________________________________________________________

 

I understand these expectations (parent signature):

________________________________________________________________

 

 


Based on - WoW In School: A Hero's Journey, by Lucas Gillispie and Craig Lawson - which is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
We are grateful for the support and experience shared by humanities teacher Peggy Sheehy and the students of Suffern Middle School for their support as we design our own Hero's Journey.

 

Literature Circles

Directions

Literature circles are designed to be modest groups of heroes who come together to share and discuss a famous legend at great length. This hero centered approach is not driven by your Lorekeeper. Instead, every week:

  • you will be responsible for reading a chapter of The Hobbit on your own for independent study.
  • Then, you will be required to complete a discussion log for your meeting preparation.
  • Finally, you will setup a weekly meeting with 2 - 5 other guild mates to discuss a chapter of the book. During this meeting, you will be responsible for positively participating in the group and giving feedback on your participation and preparation of your guild mates.

Below are a few guidelines for completing each step of the literature circle process.

Step 1: Reading

Read the assigned chapter(s) for the week. While reading, use sticky notes to mark interesting parts of the chapter(s). These notes will be marked with runes. Runes were old symbols used inancient Germanic cultures as an early form of written communication. In addition, many believe that these marks were used for magical purposes.

For your purpose, you will use simple letters as a means to help with understanding the text. You may refer to the Rune Chart below to help guide your use sticky notes in the book.

Rune Chart:
L - I learned something new.
S - I was surprised by something.
C - I was confused by something.
I - I found important information.
RL - I was reminded of real life.
B - I was reminded of another book.
G - I was reminded of the game.

Sticky notes will be provided by the Lorekeeper.

Step 2: Meeting Preparation

You will prepare for the weekly meeting by constructing a discussion log. This log will be completed as an offline activity. You may either write it by hand or type it on the laptop; however, you must bring it to your book meetings. This discussion log will contain at a minimum: one question you had about the chapter; one quote from the chapter that you found interesting, thought provoking, or inspiring; one other point of discussion based upon your sticky notes.

Step 3: Groups

Groups will be formed at the beginning of the week, and they may be changed from week to week. You will be responsible for getting into a group of students that consists of 3 - 6 members. Once the group has been decided upon, one member of the group will post the group discussion time for Friday on the guild calendar in-game. The rest of the group members will accept the invite to the meeting. You may not schedule a meeting for a time slot that has already been taken by another group. Meetings should be scheduled for a 30 minute block of time on the calendar. Groups may only meet on Fridays, unless they approve it through a Lorekeeper in advance.

Step 4: Weekly Meeting

One group will meet at a time during their designated time slot. Meetings may take place three different ways: in-person in a separate section of the classroom; in the Great Hall, weekly chat room, and use a set Ventrilo channel; in-game at a designated location (note: all in-game characters must be in the same physical location within the game during the entire meeting, and you are not allowed to quest or perform other actions during the meeting).
During this meeting, a Lorekeeper will be with the group and observe their discussion. They are neither leading the discussion, nor are they there to persuade the group conversation. Instead, their role is to help answer questions that students may have and guide them.

The meeting should last between 15 and 30 minutes. Once you have finished with the mission, you must fill out a Literary Circle Evaluation form for each of your group mates. Send this form to the Lorekeeper through the Moodle instant messaging system.

Discussion Elements

Active Listening: eyes on speaker; sit-up straight; face speaker; stay focused on discussion. Active Participation: hands to yourself and empty; talk one at a time; nod head in agreement/understanding; raise hand to ask for clarification if you have a question.

Disagreeing Constructively: no rude comments; smile; accept others opinions.

Supporting Ideas wtih Evidence: use quotes from the book; avoid saying "because" to answer a question; use logic.

Encourge Others to Ask Questions: encourage others to participate.

Discussion Guidlines:

1. Stay on Track
2. Be Prepared
3. Help Refresh Memories
4. Listen to Others
5. Everyone Participates
6. No one Interrupts
7. Help Others to Understand
8. No Put-downs
9. Be Open to Other's Ideas

 


Based on - WoW In School: A Hero's Journey, by Lucas Gillispie and Craig Lawson - which is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
We are grateful for the support and experience shared by humanities teacher Peggy Sheehy and the students of Suffern Middle School for their support as we design our own Hero's Journey.

 

Lorekeepers

Meet Your Lorekeepers:

Ms. Brazinskas

 

Ms. Thompson

 

Ms. DeLeo

 

 


Based on - WoW In School: A Hero's Journey, by Lucas Gillispie and Craig Lawson - which is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
We are grateful for the support and experience shared by humanities teacher Peggy Sheehy and the students of Suffern Middle School for their support as we design our own Hero's Journey.

Common Core Standards Aligned to Quests

QUESTS 1-36 GENERAL COMMON CORE ELEMENTS ADDRESSED

English Language Arts Standards » Reading: Literature » Grade 11-12

Key Ideas and Details

3. Analyze the impact of the author’s choices regarding how to develop and related elements of a story or dram (e.g., where story is a set, how the action is ordered, how the characters are introduced and developed.)

Integration of Knowledge and Ideas 11-12

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity 11-12

10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Speaking and Listening Standards 11-12

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  (Lore and Legend)

  • Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other
  • Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  • Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  • Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
  • Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds

Language Standards 11-12

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.  (Hero's Journal)

    • Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

COMMON CORE STANDARDS BY QUEST

QUEST 1 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

  • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

QUEST 2 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

  • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence

QUEST 3 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

  • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Production and Distribution of Writing

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


QUEST 4 – Standards Addressed

English Language Arts Standards » Reading: Literature » Grades 11-12

Key Ideas and Details

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  (Hero's Journal - The Path Ahead)

Craft & Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (Hero's Journal - The Path Ahead)


QUEST 5 – Standards Addressed

English Language Arts Standards » Reading: Literature » Grades 11-12

Key Ideas and Details

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)  (Hero's Journal - The Path Ahead)


QUEST 6 – Standards Addressed

English Language Arts Standards » Reading: Literature » Grades 11-12

Range of Reading and Level of Text Complexity

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. (Adventures in Azeroth - A Friend in Need)

English Language Arts Standards » Writing » Grades 11-12

Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Tavern Talk - 10 Rats - Writing Your Own Quest).

  • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

QUEST 7 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

Text Types and Purposes

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
  • d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

QUEST 8 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

QUEST 9 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (Tavern Talk - Write Your Riddle!)

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Vocabulary Acquisition and Use

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
  • Analyze nuances in the meaning of words with similar denotations.

QUEST 10 – Standards Addressed

English Language Arts Standards » Reading: Informational Text » Grades 11-12

7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

English Language Arts Standards » Grades 11-12

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

English Language Arts Standards » Language » Grades 11-12

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
  • Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

QUEST 11 – Standards Addressed

English Language Arts Standards » Writing » Grades 11-12

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Tavern Talk - Taking the Hobbits to Azeroth)

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (Tavern Talk - Taking the Hobbits to Azeroth)

9. Draw evidence from informational texts to support analysis, reflection, and research. (Tavern Talk - Taking the Hobbits to Azeroth)

  • Apply grade 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). (Tavern Talk - Taking the Hobbits to Azeroth)

QUEST 12 – Standards Addressed

English Language Arts Standards » Language » Grades 11-12

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading

 

Visit With Peggy Sheehy - 02/07/2014

River View's Lorekeepers, Diane, Andrea and Dawn visited Peggy Sheehy's class to get an up-close look at students working on their quests in and out of WoW.

The students in Suffern are reading The Lightening Thief as their companion book for their WoW "Hero's Journey" experience.

All quests are aligned to the Common Core Standards.

Many thanks to Ms. Sheehy and her class for hosting our visit for the day. We are eager to join the WoW community. Let the games begin!!

 
 
 
 

 

River View

March 26, 2014 - Professional Development With a Little Help

Research

  • Technology-pervasive environments including "new media, social networks, modern technology and (social) interaction" enable digital play, allowing for greater integration "in a spatial, temporal and social sense" [Montola, Stenros, & Waern, 2009] as articulated by Montola, Stenros, and Waern in Pervasive games, highlighting "experiences on the boundary between life and play." (From Paper submitted by Pat McKenna to Inted2014 - EMERGENT LEARNING THROUGH PLAYFUL INTERACTIONS AND SERIOUS GAMES WHEN COMBINING AMBIENT INTELLIGENCE WITH WIRELESS GRIDS H. P. McKenna1, M. P. Arnone2, M. L. Kaarst-Brown2, L. W. McKnight2, S. A. Chauncey3 p. 3)

    Montola, M., Stenros, J., & Waern, A. (2009). Pervasive Games: Theory and Design. Burlington, MA: Morgan Kaufmann.