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Day 4: Game On! + Job Search Steps

Lesson Overview
Time 50 minutes
Objectives Create a Game Design Document (GDD) in a team using assigned roles; identify the steps of an effective job search; begin eDynamic Unit 8.2
TEKS d(1)(C), d(6)(A)
Deliverable Group Game Design Document + 4-step job search notes
Materials Chromebooks, H&L Workbook (Ch 4, pp. 60-62 Game On!), eDynamic Learning Unit 8.2 access, projector

Warm-Up (5 min)

WARM-UP: Name your favorite video game. Now name FOUR different careers it took to make that game (think beyond "the programmer").

Take 3-4 student responses. Most students name only "designer" or "coder." Bridge to today's activity, game development takes a TEAM with very specific roles.

Activity 1: H&L "Game On!" Activity (25 min)

Source: H&L Workbook Ch 4, pp. 60-62, "Game On!" (Career Climb activity)

Introduce the activity using the workbook framing: "What do you think it takes to create a video game? The video game industry includes some of the fastest-growing careers in the world! From game designers and programmers to artists, writers, and marketers, there are many different roles to choose from."

Today students work in teams of 3-5 to create a Game Design Document (GDD). A GDD is a detailed guide that real game studios use to keep track of the theme, style, and core features of a game.

Step 1: Build Your Team (3 min)

Form groups of 3-5. Each student picks ONE role from the workbook list (Ch 4, p. 61). If the group has fewer than 5, some students take multiple roles:

  • Game Designer: Plans how the game works and creates the rules
  • Programmer: Writes the code that makes the game function
  • Artist: Designs the characters, environments, and objects
  • Writer: Creates the story, dialogue, and quests
  • Sound Designer: Develops the music and sound effects

Each student writes their name next to their role.

Step 2: Create the GDD (20 min)

Using a Google Doc (or the workbook space), the team fills out the complete GDD:

  • Video Game Title
  • Intended Audience: Who is the game for?
  • Game Genre: Action, adventure, puzzle, racing, sports, RPG, etc.
  • Main Character(s): Who do players control? Describe them.
  • Setting: Where does the game take place? (city, planet, fantasy world, era)
  • Player's Main Goal/Objective: What is the player trying to do?
  • What is the game ABOUT?: One paragraph describing the game's story or premise
  • Visual Design Elements: What does the world look like? Color palette? Art style?
  • Music & Audio: Genre of music, sound effects style

Each role contributes to the section that fits their job. The Designer leads game mechanics, the Writer leads the story and characters, the Artist leads the visual section, the Sound Designer leads the music section, and the Programmer keeps everyone honest about what is actually buildable.

Facilitation Tip

Walk around with one question: "Tell me what your character's main goal is in 10 seconds." If the group can't, they have not converged on a clear concept yet. Push them to commit. Refusing to commit on the GDD is a common stall — break it by forcing a single clear sentence.

Extra Time? (Workbook extension):

Groups that finish early design a video game cover (digital or paper) including title, main character, background, and a short slogan.

DOK 3: Why does a real game studio require a GDD before any code is written? What problem does it prevent?

DELIVERABLE: Completed Game Design Document (one per group of 3-5) saved in Google Docs and submitted to Google Classroom.

Activity 2: 4-Step Job Search Process + eDynamic 8.2 (15 min)

Source: H&L Workbook Ch 6 (Job Searching Steps from last week) + eDynamic Unit 8.2 (scope-and-sequence column 9)

Briefly review the 4 job search steps students learned last week in the H&L Education chapter:

  1. Know Yourself: Use what you've learned about your interests, RIASEC, and Building Blocks
  2. Get Your Materials Ready: Resume (this week!), cover letter (next week), interview practice (Wk 5)
  3. Search Smart & Connect: Use specific keywords on job boards, network, attend job fairs
  4. Ask for Help: School counselors, career coaches, family in the field

Then direct students to log into eDynamic Learning and open Unit 8.2 (Job Search). Students work through the eDynamic content for the rest of the period. They will not finish today, that is fine.

[VERIFY IN eDynamic] Confirm which sections of eDynamic Unit 8.2 specifically address job search steps. Students should focus on job search content this week, not personality assessment content.

Connection to the resume work: The resume students built this week is the deliverable for Step 2 ("Get Your Materials Ready"). They are already further along than they realize.

DOK 2: Of the 4 job search steps, which one are you most prepared for right now and which one are you least prepared for? Why?

Exit Ticket (5 min)

EXIT TICKET (Ranked Justification) · Printable PDF:

Rank the 4 job search steps from MOST PREPARED for RIGHT NOW (1) to LEAST PREPARED (4).

  • Know Yourself: rank ____
  • Get Your Materials Ready: rank ____
  • Search Smart & Connect: rank ____
  • Ask for Help: rank ____

For EACH rank, write ONE piece of evidence:

  • Rank 1 (most prepared): _____________

  • Rank 4 (least prepared): _____________

Bottom line: My team's video game TITLE and MY role on the team:

Game title: _____

My role: _____

(d(1)(C), d(6)(A))

Differentiation

  • Support: Provide a printed GDD template with section headers and sentence starters ("This game is about a _ who must ___."). Allow students to draw their character on paper if they cannot articulate the visual style in writing.
  • Extension (from workbook): Groups create the video game cover AND write a 1-paragraph "back of the box" description that markets the game to buyers.
  • ELL: Pre-teach: Game Design = Diseño de juegos, Character = Personaje, Setting = Escenario, Genre = Género. Game design is highly visual and accessible across language levels. Pair ESL students into mixed-language teams so they can contribute through art and concept design.