| Time Required | Rules | Design Process | References |
The objectives of this board game are twofold:
1. To teach bilingual students proper Spanish sentence structure. This is achieved by requiring them to form sentences with words from different sentence parts. The students must conjugate the verbs correctly, as well as identify whether the word needs to be singular or plural, male or female.
2. The game also introduces students to the challenges they will face upon entering middle school. This is achieved by requiring them to follow a schedule, having them change classrooms per subject, identifying new subjects they will be taking and introducing some vocabulary associated with those subjects.
Learners & Context of Use
This game is designed for bilingual 6th grade students. They must be able to speak both English and Spanish, but not be proficient in sentence structure, word conjugation, or using proper tenses. This game is also to be used before the students enter middle school.
This game is played in a classroom, under teacher supervision. It is designed to be completed within one class period of 45-50 minutes. The only requirement to play this game is that lessons on sentence structure, conjugation, and tenses are taught prior to the students playing. The game allows for unlimited play, until students become proficient in the subejct matter. Once this has occured, moving on to additional levels of difficulty can prolong the learning experience.
Object of the Game
The goal of this game is to be the first player to complete proper Spanish sentences in each of eight rooms.
Jugandoconpalabras takes approximately five minutes to set up. The players must first read the rules to familiarize themselves with how to play, as well as to determine positions of the cards, schedules, and game pieces on the board.
The game can be completed in one class period, lasting approximately 45 - 50 minutes.
How to win the game:
The first player to make correct Spanish sentences or questions with the words you get from each classroom, wins the game.
To Set up the Board:
1. Each player picks a piece, and puts it in the office.
2. Players pick a cardholder to place their cards on.
3. Put the Articulo and Pronombre cards on the squares in the middle of the board with the same name.
4. Put the Verbo, Objecto, and Adjectivo cards next to the classroom to which they belong. The cards have a picture of the subject on the back. Each player should take an "A" card to help in making sentences. This card will stay with you during the whole game.
1. Each player rolls the die. Whatever number you roll is the number of the schedule you use. If there is a tie, roll again. Go to each classroom in the order given on your schedule.
2. Whoever rolled the highest number starts the game by rolling again and moving their piece. Move toward the first classroom on your schedule by walking the squares on the board. Move the number of squares on the die. You can move in any direction; forwards, backwards, and diagonally.
1. The first player rolls the die and moves toward the first classroom. You may leave the office from any side.
2. Each player enters the classroom through the door. Follow the arrow, and move only around the room in that direction.
3. Each square in the classrooms has a letter on it. When you land on a letter, pick the top card with the same letter from the stack in front of the classroom you're in. These are the letters and the cards you pick:
· Letter "V" = Verbo
· Letter "O" = Objecto
· Letter "A" = Adjetivo
4. When you pick cards, put them on your cardholder so you can arrange them to make a sentence.
5. You can pick an Articulo or Pronombre card whenever you are in a classroom and it's your turn. These cards are in the middle of the game board. You can have only three Articulo and three Pronombre cards while you're in a classroom. If you want to change one of these cards during your turn, put one back in the deck and pick another one.
6. You need to move around the squares in each classroom, picking cards until you make a correct Spanish sentence or question. You will need at least a "V", "O", and "Ar" card to make a sentence.
7. When you pick a verb, you should conjugate it to make your sentence correct.
8. Some cards have different forms of a word on it. If you pick this card, you can use the word as male/female or singular/plural. Choose the form that makes a correct sentence.
9. Once you have a sentence, let the other players check it to make sure it is correct. If you have a question, ask your Teacher for help.
10. Once you make a sentence, return the cards you picked back to the pile. Then go to the door of the classroom, roll again on your turn, and move on to the next classroom on your schedule.
11. Finish your course schedule in order by making sentences in each room.
12. The first player to make a correct sentence or question in every classroom wins the game!
In the classrooms, there is one square that will send you to the office. You can keep your cards, but you have to get back to the classroom you were in.
Level of Difficulty:
This game can be modified for advanced users by incorporating the following techniques:
The design process we followed in creating this game was a complex one, but one which followed a plan. We began by deciding we wanted to create a game with a topic in which we were all interested, and in which we possessed knowledge of the subject. Another factor we considered was that a member of our team teaches 7th grade, and this allowed for an opportunity to prototype with the target audience, as well as producing a game which is usable in the future. With all this decided upon, we realized we had the ability to speak Spanish in common. We are also competent in this arena, so we decided that the game would focus of the topic of the Spanish language. Then, we analyzed the audience who could make the best use of this game after completion. Julie Garcia informed us that the students needed assistance in proper sentence structure. This is when our game topic was born. We decided to teach students about Spanish sentence structure. We opened some grammar books and studied proper structure.
Once we had a topic, we followed the wise guidelines of our gaming mentor, Prof. Dodge. This first stage was our brainstorming process, and we arrived at a topic. Our next step was incubation. We stepped outside, and sat pensively, thinking about our idea. After returning fully incubated, we began to chunk content elements into pieces, patterns, paths, probabilities, prizes, and principles. This was surprizingly helpful, and allowed us to condense our wild thoughts into a more cohesive set of game principles. Next on the list was to align the content into patterns and structures we desired to teach. This further solidified our ideas, and we began to draft a copy of the game. We then played a rough draft of how the game would work and addressed issues which would make the game work better.
We then spent time refining our draft until it was in a state which we felt was ready for prototype testing. To accomplish this, Julie elicited volunteers from her classroom to test the game prototype. Following are the prototype testing results from 10/2/98 at Memorial Middle school:
Prototype testing (notes of observer):
1. We need to explain what game pieces are. They couldn't find them.
2. Students didn't set up the cards.
3. Scheduling thing not clear.
4. Students got confused on the rules that explained back to the office.
5. Students said, "We are still not finished" when moving to the second page of the rules.
6. When picking articulo and pronombre, they wanted all three at one time.
7. Clockwise? They didn't know what order to go in.
8. Students forgot to pick articulo and pronombre card.
9. When students landed on an "A", they chose articulo instead of adjetivo.
10. Students didn't lay cards in front of them- spread out.
11. Students wanted to pick an articulo and pronombre even though they weren't in a room.
12. They were ready to go to next class before making a sentence. Didn't understand the objective.
13. Students had to keep reminding themselves to pick the two cards. They kept asking if they had to take a card from the center (articulos y pronombres).
14. They wanted to use all of the cards to make their sentences.
15. Student wanted to replace only the cards she used.
16. Students didn't pick new articles or pronouns.
17. They liked to make longer sentences, it was challenging.
Overall user feelings:
1. "I didn't know what the game was mainly about."
2. "I didn't know what to do."
3. "It didn't explain how to go to the rooms."
4. "You could go where your supposed to go when you land on an a you get cards and have to make a sentence to get out of the room. After make a sentence go back to the door and you get out."
5. "There were too many cards."
Based on these results, we made modifications to the design until it worked flawlessly. We had to adjust the rules to make them more easily understood by 6th graders, we changed some cards to allow for male/female and singular/plural on the same card, and we rearranged the game board to make it easier for the students to move around.
The last changes we made was to add an additional focus to the game to equate the content with the context. We added another objective to the game, which is to teach 6th grade students (now the new target audience) about entering middle school.
Books & Journals
Last updated October 15, 1998