Zanette shares the story behind The City Game, a classroom project she began developing with School Associate Sue Hara in 2008. Nearly two decades later, she continues to play and refine it with her students. Found on page 5 of The City Game Book.

Zanette provides an overview of The City Game, highlighting implementation strategies, adaptations for diverse learners, and benefits for students, teachers, and families. Learn how the game fosters responsibility while creating more opportunities for one-on-one support. Found on pages 2-5 of The City Game Book.

Zanette explains the time needed to implement and play The City Game, along with the materials and classroom setup she uses to keep the program running smoothly. Found on pages 9-15 of The City Game Book.

Zanette introduces the The City Game flow chart, a practical reference tool that outlines the game's sequence and supports implementation. Found on page 16 and page 88 of The City Game Book.

Zanette explains the lesson layouts used in The City Game and how their consistent structure makes implementation easier for both teachers and students. Found in Section 3, "Learning to Play," of The City Game Book.

Zanette introduces Activity 1, where students explore community, learn about classroom responsibilities, and discover their roles in The City Game. A customizable family letter is also included. Found on pages 17-20 of The City Game Book.

Zanette shares how students explore skills and interests to find a role that best fits their strengths in The City Game. She also offers strategies for organizing Community and Management roles and encouraging conversations at home. Found on pages 20-23 of The City Game Book.

Zanette shares how bonuses and fines encourage intrinsic motivation while building student accountability and responsibility. She shares strategies for setting clear expectations and adapting the system to meet diverse learning needs. Found on pages 24-25 of The City Game Book.

Zanette shares how students create a resume while reflecting on their strengths and contributions to their community. Through conversations with parents, peers, and teachers, students build self-awareness, strengthen relationships, and develop a stronger sense of belonging. Found on pages 26-29 of The City Game Book.

Zanette introduces the concept of money, focusing on decimal calculations. She offers key tips and adaptation strategies for different learners. For more, see pages 30-31 of The City Game Book.

Zanette explores the excitement of introducing students to biweekly pay. She shares fun, adaptable strategies for teaching banking - ensuring every student feels successful. For more, see pages 32-38 of The City Game Book.

Zanette shares how she guides students through the excitement of finalizing job choices and professionally completing applications. For more, see pages 39-40 of The City Game Book.

Zanette shares strategies for building collaborative cities, explains the value of keeping students in the same city for a full term, and highlights the benefits of city posters. For more, see pages 41-43 of The City Game Book.

Zanette outlines the student hiring process, shares tips for matching jobs to students' strengths and needs, and explains what to expect on hiring day. Found on pages 44-45 of The City Game Book.

Zanette introduces adaptable Community Employee roles that improve classroom efficiency while reducing teacher workload. She also shares a training flow chart to help students succeed in their roles. Found on page 46 of The City Game Book.

Zanette introduces Management roles inspired by real-world professions, including Deputy Mayors, Police Officers, and Bank Clerks. These student leadership positions build responsibility, improve classroom efficiency, and create more opportunities for individualized support. Found on pages 52-75 of The City Game Book.

Zanette provides an overview of how The City Game is scheduled over a two-week cycle, including the time commitment needed for successful implementation. Found on page 76 of The City Game Book.

Zanette introduces the concept of renting and buying desks in The City Game. Students participate in auctions, save to purchase desks, and learn about borrowing, trading, and taxes. Found on pages 77-79 of The City Game Book.

Zanette explains the purpose and benefits of classroom auctions, including the rules and format used to run them successfully. Found on pages 80-83 of The City Game Book.

Zanette explains the Class Meeting format, where student-led discussions help address concerns, build empathy, and encourage collaborative problem-solving. Led by Deputy Mayors, these regular meetings promote respectful communication and responsible decision-making. Found on pages 83-87 of The City Game Book.

Zanette explains two flow charts that support implementation, show how the game evolves over time, and highlight how students begin training others. She also introduces a simplified version of The City Game and explains how the program concludes. Found on pages 88-89 of The City Game Book.