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<blockquote data-quote="Rhenny" data-source="post: 7351211" data-attributes="member: 18333"><p>I actually took 2 days to teach 4 of my 9th grade English classes to play D&D. I used the pre-gens from Lost Mines and made the class split into 5 or 6 groups. Then I gave each group a character and asked them to read/study it, paying attention to the written information mostly. They had to understand that they, as a group, would be trying to think and make decisions like their character. They also needed to create a name. </p><p></p><p>As groups did this, I went around the room and explained some of the things the individual characters could do, explaining spells to clerics and wizards and movement, attacks and other powers. </p><p></p><p>Then after about 20 min, I asked each group to name and introduce their character to the others. </p><p></p><p>After that, I told them how, I'd describe a situation then ask each character group to decide what their character would do. I told them, I'd use dice to determine the outcome when the outcome was questionable. I rolled dice to simplify and speed up play. </p><p></p><p>I launched them into a homebrew scenario and let them play for 30 min and then we continued the next day for the entire period. Keeping turns per group helped keep it organized and allowed shy kids to participate in their groups. More outgoing kids spoke for their groups. </p><p></p><p>Throughout the 2 days I only explained rules on a need to know basis and tried to keep the experience based more in narrative, storytelling, character development and decision-making. It worked out pretty well. A number of the students wanted to play more and learn more. (And this was with randomly placed students in a general 9th grade English class).</p></blockquote><p></p>
[QUOTE="Rhenny, post: 7351211, member: 18333"] I actually took 2 days to teach 4 of my 9th grade English classes to play D&D. I used the pre-gens from Lost Mines and made the class split into 5 or 6 groups. Then I gave each group a character and asked them to read/study it, paying attention to the written information mostly. They had to understand that they, as a group, would be trying to think and make decisions like their character. They also needed to create a name. As groups did this, I went around the room and explained some of the things the individual characters could do, explaining spells to clerics and wizards and movement, attacks and other powers. Then after about 20 min, I asked each group to name and introduce their character to the others. After that, I told them how, I'd describe a situation then ask each character group to decide what their character would do. I told them, I'd use dice to determine the outcome when the outcome was questionable. I rolled dice to simplify and speed up play. I launched them into a homebrew scenario and let them play for 30 min and then we continued the next day for the entire period. Keeping turns per group helped keep it organized and allowed shy kids to participate in their groups. More outgoing kids spoke for their groups. Throughout the 2 days I only explained rules on a need to know basis and tried to keep the experience based more in narrative, storytelling, character development and decision-making. It worked out pretty well. A number of the students wanted to play more and learn more. (And this was with randomly placed students in a general 9th grade English class). [/QUOTE]
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