So, I’m thinking there might be a viable lesson plan waiting to be built around the concepts of some classic literature and Alternate Reality Gaming (ARG). I really like the idea from Dr. Crovitz’s “Scrutinizing the Cybersell” article that web-pages can (and in my opinion should) be viewed as critically as traditional texts. If I extend that idea to the ARG’s and their hub sites, I think I can build a lesson plan comparing those “texts” with more traditional material, and hopefully, capture the interest and imagination of my future students. Stay tuned to see how I do! 
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This is officially my first attempt at a lesson plan. Here’s hoping it isn’t a total flop! 
Title: Reality is Perception: Language and Alternate Reality Gaming
With this project, students will explore the nature of Alternate Reality Gaming (ARG). Students will work in groups to create a restricted Wikispaces page dedicated to their selected ARG. Students will be expected to use a variety of tools and sources to do this: independent web-based research tools such as search engines, Wikipedia, the selected ARG’s main portal and community sites, and report their findings for discussion and analysis on their Wikispaces page. The finished Wikispaces page will define the genre of the selected game, identify the target audience, the “purpose” of the game for those creating it and playing it, and finally how language is used to effect that purpose.
Links:
Wikipedia Entries:
http://en.wikipedia.org/wiki/Alternate_reality_game
http://en.wikipedia.org/wiki/History_of_Alternate_Reality_Games
News Items:
http://gamasutra.com/features/20050509/hon_01.shtml
http://www.eastbayexpress.com/2005-05-18/news/the-buzzmakers/
You will select an Alternate Reality Game from a list provided by your instructor. Alternate Reality Gaming is an interesting subject for study because it encompasses several genres and purposes at once. An ARG may provide entertainment, social networking, advertising (viral marketing) separately or simultaneously. In the next three weeks, you will learn to identify an ARG, decipher it’s target audience, what it hopes to communicate to that audience, and how language is used to achieve that purpose.
Instructions:
- You will be placed into groups by the instructor.
- Each group will consist of no more than 5 members and will select an ARG from the list provided.
- Each member will be expected to work in the following capacity:
- Conduct independent research with the tools specified and report back to the group.
- Collaborate actively with other group members to validate research and clarify ideas.
- Edit his or her work, and provide feedback to group members.
- Complete assigned work on time.
Step by Step:
- Create a Wikipage on www.Wikispaces.com
- Invite all group members and the instructor to your group, and give full privileges to all members.
- Create the following pages (minimum, more may be added if desired)
- Main Page – Introduce the selected ARG, its target audience, its creator, and the “purpose,” or theme, of the game. This page should be extensive, detailing the use of language, graphics, color, etc. in achieving its purpose. At least one screenshot of the ARG’s main portal is required.
- Discussion Page – This page should include a separate topic for each element of the main page and show the group’s involvement and discussions in analyzing the components of the ARG.
My vision for this project is that it will help build the skills needed for students to be critical consumers of entertainment, in this case of the Alternate Reality Game. The finished project should demonstrate the student’s ability to:
- Decipher the purpose(s), or agenda(s), of the selected game
- Decipher the target audience of the selected game
- Analyze the various media used (web sites, faxes, text messages) for persuasive language within the game
Rubric: (Adapted from http://www.literacytech.org/webpub/rubric6.pdf)
Timeline:
Students will have three weeks to complete the project:
- Week One: Select groups, select an ARG, create the Wikispaces page, and delegate subtopics to members.
- Week Two: Conduct research and report back findings to the Discussion Page on the group’s Wikispaces site. Begin analysis of the ARG.
- Week Three: Construct the final Main Page of the Wikispaces site.
Primary Learning Outcome:
Students will:
- Work in groups
- Use web-based tools to research a pop-culture phenomenon
- Use web-based tools to analyze and present their findings
- Think critically and write persuasively about the nature of entertainment and advertisingProject Rubric
- Think critically and write persuasively about the use of language in entertainment and advertising
Assessed GPS’s:
- ELA12W3 The student uses research and technology to support writing.
- ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
- ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
