Conversation Simulation Game: Mastering Communication Skills
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Conversation Simulation Game: Mastering Communication Skills

Grade 5Other3 days
In this project, 5th-grade students design a conversation simulation game to teach effective communication skills. They explore the four dimensions of communicative competence: grammar, sociolinguistics, discourse, and strategy, and apply these concepts to create engaging conversation scenarios. Students build a game prototype, test it with peers, and gather feedback to improve its educational value and fun factor, ultimately mastering the art of respectful and clear communication.
Conversation SkillsCommunicative CompetenceGame DesignSocial CuesGrammarSimulationRespectful Interaction
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a fun and engaging conversation simulation game that teaches 5th graders the key elements of effective communication, including grammar, social cues, clear expression, and respectful interaction, while also considering different personalities and ensuring a smooth conversational flow?

Essential Questions

Supporting questions that break down major concepts.
  • What makes a conversation flow smoothly?
  • How do different people react in conversations?
  • How can we design a game that teaches good conversation skills?
  • What are the important parts of a conversation?
  • How do we show respect and understanding when talking to someone?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will learn effective conversation skills.
  • Students will understand the four dimensions of communicative competence: grammar, sociolinguistics, discourse, and strategy.
  • Students will design a conversation simulation game.
  • Students will learn how to design a game that teaches good conversation skills.
  • Students will be able to show respect and understanding when talking to someone.
  • Students will learn how to ensure a smooth conversational flow.

Teacher-Provided Standards

CS1
Primary
The student learns conversation skills efficiently.Reason: This is a main goal of the project.
CC1
Primary
Communicative competence has four important dimensions. These dimensions are: grammatical, sociolinguistic, discursive, and strategic.Reason: This is a main goal of the project.

Entry Events

Events that will be used to introduce the project to students

The Mystery Conversation Package

The class receives a mysterious package containing snippets of awkward and funny conversations. Students must analyze these conversations to identify communication breakdowns and propose improvements. This activity encourages critical thinking about effective communication and provides a lighthearted entry point into the project.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Prototype Power-Up: Building the Game

Students create a prototype of their conversation simulation game using a platform of their choice. They will implement at least three different conversation scenarios. They will test the game with their peers, gathering feedback on its fun factor, educational value, and overall effectiveness in teaching conversation skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a platform for creating the game prototype (e.g., Twine, Scratch, or a simple presentation software).
2. Implement the designed scenarios with dialogue options, branching storylines, and scoring system.
3. Conduct peer testing sessions and collect feedback using a structured questionnaire or observation sheet.
4. Analyze the feedback and identify areas for improvement.

Final Product

What students will submit as the final product of the activityA playable prototype of the conversation simulation game, including multiple scenarios and a feedback report from peer testing.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CS1 (conversation skills) and CC1 (all dimensions).
Activity 2

Decoding Conversations: The 4 Dimensions

Students will explore the four dimensions of communicative competence: grammatical (correctness of language), sociolinguistic (appropriateness of language in social contexts), discursive (coherence and flow of conversation), and strategic (strategies for managing and repairing communication). They will analyze example conversations, identifying strengths and weaknesses in each dimension.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the four dimensions of communicative competence with clear definitions and examples.
2. Provide conversation samples (written or audio) for students to analyze.
3. In small groups, students identify examples of grammatical correctness/incorrectness, sociolinguistic appropriateness/inappropriateness, discursive coherence/incoherence, and strategic communication use in the conversations.
4. Groups present their analysis to the class, discussing how each dimension impacts the overall effectiveness of the conversation.

Final Product

What students will submit as the final product of the activityA detailed analysis of conversation samples, highlighting examples of each dimension of communicative competence and areas for improvement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CS1 (conversation skills) and CC1 (four dimensions of communicative competence).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Conversation Simulation Game Rubric

Category 1

Communicative Competence Dimensions

This category assesses the student's understanding and application of the four dimensions of communicative competence in the design of conversation simulation game.
Criterion 1

Grammatical Accuracy

This criterion assesses the student's understanding and application of grammar rules in the designed conversation scenarios.

Exemplary
4 Points

Demonstrates sophisticated understanding of grammar rules and applies them flawlessly in all conversation scenarios. Grammar enhances clarity and effectiveness.

Proficient
3 Points

Demonstrates thorough understanding of grammar rules and applies them correctly in most conversation scenarios. Minor errors do not impede understanding.

Developing
2 Points

Shows emerging understanding of grammar rules and applies them inconsistently. Frequent errors may occasionally impede understanding.

Beginning
1 Points

Shows initial understanding of grammar rules but struggles to apply them. Numerous errors significantly impede understanding.

Criterion 2

Sociolinguistic Appropriateness

This criterion evaluates the student's ability to use language appropriately in different social contexts, considering factors such as formality, politeness, and cultural sensitivity.

Exemplary
4 Points

Demonstrates sophisticated understanding of sociolinguistic nuances and applies them effectively in all conversation scenarios. Language is consistently appropriate and sensitive to context.

Proficient
3 Points

Demonstrates thorough understanding of sociolinguistic appropriateness and applies it correctly in most conversation scenarios. Minor lapses do not detract from overall effectiveness.

Developing
2 Points

Shows emerging understanding of sociolinguistic appropriateness and applies it inconsistently. Some instances of inappropriate language use may occur.

Beginning
1 Points

Shows initial understanding of sociolinguistic appropriateness but struggles to apply it. Frequent instances of inappropriate language use may occur.

Criterion 3

Discursive Coherence

This criterion assesses the coherence and flow of the designed conversation scenarios, including the logical sequencing of ideas, the use of cohesive devices, and the overall clarity of communication.

Exemplary
4 Points

Demonstrates sophisticated ability to create coherent and engaging conversation scenarios with seamless transitions, logical flow, and exceptional clarity.

Proficient
3 Points

Demonstrates thorough ability to create coherent conversation scenarios with mostly smooth transitions, logical flow, and clear communication.

Developing
2 Points

Shows emerging ability to create coherent conversation scenarios, but transitions may be awkward, the flow may be disjointed, and communication may lack clarity.

Beginning
1 Points

Shows initial ability to create coherent conversation scenarios, but struggles with transitions, flow, and clarity. Scenarios may be difficult to follow.

Criterion 4

Strategic Communication

This criterion evaluates the student's ability to use communication strategies effectively to manage and repair conversations, such as asking for clarification, rephrasing, and using nonverbal cues.

Exemplary
4 Points

Demonstrates sophisticated ability to use a wide range of communication strategies effectively to manage and repair conversations. Strategies are used seamlessly and enhance communication.

Proficient
3 Points

Demonstrates thorough ability to use communication strategies appropriately to manage and repair conversations. Strategies are generally effective.

Developing
2 Points

Shows emerging ability to use communication strategies to manage and repair conversations, but strategies may be used inconsistently or ineffectively.

Beginning
1 Points

Shows initial ability to use communication strategies to manage and repair conversations, but struggles to apply them effectively. Strategies may be absent or inappropriate.

Category 2

Game Prototype Evaluation

This category evaluates the overall quality and effectiveness of the conversation simulation game prototype.
Criterion 1

Engagement and Fun Factor

This criterion assesses how well the game design incorporates elements of fun and engagement to capture the interest of 5th-grade students.

Exemplary
4 Points

The game design is exceptionally fun and engaging, incorporating innovative elements that deeply captivate 5th-grade students and motivate them to learn.

Proficient
3 Points

The game design is fun and engaging, effectively capturing the interest of 5th-grade students and motivating them to learn.

Developing
2 Points

The game design shows some elements of fun and engagement, but may not fully capture the interest of all 5th-grade students.

Beginning
1 Points

The game design lacks elements of fun and engagement, failing to capture the interest of 5th-grade students.

Criterion 2

Educational Value

This criterion evaluates how effectively the game teaches conversation skills and provides opportunities for students to practice and improve their communication abilities.

Exemplary
4 Points

The game effectively and innovatively teaches conversation skills, providing ample opportunities for students to practice, receive feedback, and improve their communication abilities.

Proficient
3 Points

The game effectively teaches conversation skills and provides opportunities for students to practice and improve their communication abilities.

Developing
2 Points

The game attempts to teach conversation skills, but the approach may be limited or ineffective, and opportunities for practice may be lacking.

Beginning
1 Points

The game does not effectively teach conversation skills and provides few or no opportunities for students to practice or improve their communication abilities.

Criterion 3

Prototype Quality and Documentation

This criterion assesses the clarity, completeness, and organization of the game prototype and feedback report.

Exemplary
4 Points

The game prototype and feedback report are exceptionally clear, complete, and well-organized, demonstrating meticulous attention to detail and a high level of professionalism.

Proficient
3 Points

The game prototype and feedback report are clear, complete, and well-organized.

Developing
2 Points

The game prototype and/or feedback report may lack clarity, completeness, or organization.

Beginning
1 Points

The game prototype and feedback report are unclear, incomplete, and poorly organized.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned about effective communication while designing your conversation simulation game?

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Question 2

How did peer feedback change your perspective on the effectiveness of your game's design? Provide specific examples.

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Question 3

To what extent do you think your conversation simulation game effectively teaches good conversation skills?

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Question 4

Which of the four dimensions of communicative competence (grammatical, sociolinguistic, discursive, strategic) did you find most challenging to incorporate into your game, and why?

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Question 5

If you could redesign one aspect of your conversation simulation game, what would it be and why?

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