# CTE Resource Center - Verso - Programming, Advanced Task 108145645

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Write a design document for a game.

Definition

Document should include
  • game title
  • game purpose/genre
  • target audience
  • platform (e.g., PC, iPhone, PlayStation)
  • ESRB (Entertainment Software Rating Board) game rating
  • game description
  • level design (storyboard)
  • characters and objects with behaviors
  • instructions for players (how to play)
  • scoring, win/lose conditions, and objectives.

Related Standards of Learning

English

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
  3. Distinguish between active and passive voice.

12.6

The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

12.7

The student will self- and peer-edit writing for Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Edit, proofread, and prepare writing for intended audience and purpose.
  3. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

Mathematics

COM.1

The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics.

COM.2

The student will design, write, document, test, and debug, a computer program.

COM.3

The student will write program specifications that define the constraints of a given problem.

COM.4

The student will design an algorithm to solve a given problem.

COM.5

The student will divide a given problem into modules by task and implement the solution.

COM.10

The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input.

COM.11

The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results.

Other Related Standards

FBLA Competitive Events and Activities Areas

Computer Game & Simulation Programming

 

Desktop Application Programming

 

Mobile Application Development