RITES OF PASSAGE
Subject: Communication Skills
Grade Level: Sixth (6th )
Purpose / Students will be presented with an ill-structured problem to solve. Since we are studying GENRE, the problem will be couched in a Realistic Fiction setting.NCSCS Goals
and Objectives / Explore the problem solution process by studying examples and Objectives: ( in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the
5.02 solution, and show awareness of audience. Study the
5.03 characteristics of literary genre (fiction,
Nonfiction, drama, and poetry).
Problem Summary / Many cultures have rites of passage from “ boyhood to man .” An Eleven year old boy is about to experience a centuries old custom in which he has to spend five days and nights alone in the Forest of Cullowhee North Carolina- barefoot, nearly naked and living by his wits.
Authentic Task / Your task is to research the area, produce a map and brochure to help Dakota successfully complete his Rite Of Passage. After reading the story “Ta- Na – E- Ka” by Mary Whitebird, Elements Of Literature Introductory Course by ( Holt, Rhinehart and Winston pp.16-23) Students in groups will debate the merits of these traditional customsi n the 21st century.
Time Frame / 2 weeks
Materials/Resources / Topographic maps of North Carolina, access to internet, library resources, writing and drawing materials, resource person from a Native American tribe ( to discuss the importance of the “Rites of Passage,”) TextBook: Elements of Literature Introductory Course – Holt, Rhinehart and Winston.
Process / Before you get started, the following three questions will be brainstormed with the class, to set up the problem, familiarize students with terminology and geographical background. The teacher will facilitate, making notes, concept- mapping at the chalkboard. The results will be saved, for reference by the class, to remind students of the various aspects of the problem.
· What do we know?
· What do we need to know?
· Where can we find out what we need to know?
Students will then be grouped and begin work on their research and products. Students will need to produce
a high quality map of the area showing settlements and forest resources. They will also need to produce a survival brochure explaining techniques to employ to ensure survival. The final step which is a debate will take place after the reading of the story, “ Ta – Na – E- Ka” by Mary Whitebird. The original groups will then debate the merits of these centuries old customs and present their written arguments to the teacher to be graded .
Evaluation / The following products will be evaluated based on the rubrics presented to the students when the assignment was given:
· Completed map
· Brochure of survival techniques
· Debate scripts
Teacher Comment / Prior to using the story, “Ta- Na-E-Ka,” by Mary Whitebird we thought it would be quite interesting if our students could explore the custom of “rite of passage,” through a PBL (Problem Based Learning Unit). Teachers may want to modify the process to their liking.
Contact Information / Linden Cummings, SpringHill Middle School
Jennifer Eastman, Spring Hill Middle School
PROBLEM
You are an eleven old student at SpringHill Middle School.
You have just returned home from an exhausting day of school.
On opening the mailbox you find a letter from your pen pal who
lives in Tennessee. When you open the letter you are excited but as
you read on you become concerned. So you continue to read
the letter:
The Letter
I didn’t have anyone to talk to, so I decided to write to you. In our
Tribe once a boy reaches the age of eleven he has to prove himself
as a warrior, and a girl takes the first steps to womanhood. Now that
my eleventh birthday is fast approaching, I am faced with a traditional
endurance ritual which requires initiates to spend five days alone in the
forest – barefoot, nearly naked and living by your wits. The thought of
being alone in the forest is frightening enough, but having to survive five
days under these harsh conditions seems impossible to a frail eleven year
old boy. I am really , really scared and would appreciate any advise you
may have to help successfully complete this very important ritual. Please
reply as SOON as possible.
Your dear friend,
Dakota.
Map Rubric
Exemplary 4 / Competent 3 / Basic 2 / Emerging 1Labels
/ At least 90 % of items labeled and located correctly / 80 % of items labeled and located correctly / 70 % of items labeled and located correctly / Fewer than 70 % labeled and located correctlySpelling/Cap
/ At least 90 % of spelling and capitalization correct / At least 80 % of spelling and capitalization correct / At least 70 % of spelling and capitalization correct / Less than 70% of spelling and capitalization correctNeatness
/ All labels/features can be easily read / Most labels/features can be easily read / Some labels/features can be easily read / Few labels/features can be easily readTitle/Purpose
/ Title clearly reflects purpose of map / Title generally reflects purpose of map / Title somewhat reflects purpose of map / Title does not reflect purpose of mapMap Features/Purpose
/ Map features clearly reflect purpose / Map features generally reflect purpose / Map features somewhat reflect purpose / Map features do not reflect purposeKey/Legend
/ Has a key/map that uses all standard symbols / Has a key/map that uses most standard symbols / Has a key/map that uses some standard symbols / No key or key that uses non-standard symbolsDEBATE RUBRIC
Categories
/ 4 / 3 / 2 / 1 /Score
AddressesIssues / Always addresses
topic / Usually addresses topic / Rarely addresses topic / Did not address topic
Support with Facts / Uses many facts
that support topic / Uses some facts that support topic / Uses few facts that support topic / Does not use facts that support topic
Persuasiveness / Arguments clear and convincing / Arguments are sometimes clear and convincing / Arguments are rarely clear and convincing / Arguments are never clear and convincing
Teamwork / Used team member effectively
Equal timing / One member does the talking 75% of the time / One member does the talking 100% of the time / No one talks
Organization / Electrifies audience in opening statement
Closure convinces audience / Grabs attention
Brings closure to the debate / Introduces topic and brings some closure to the debate / Does not introduce topic; no closure
TOTAL ______
Performance Task Assessment Brochure
Element
/ PossiblePoints 10 / Earned Assessment
Self / Teacher
Focus
The topic is very clear when you first look at it.
Main Ideas
The main ideas are appropriate to the topic and are presented correctly.
Supporting Details
Appropriate and accurate details support each main idea.
Purpose
The purpose of the brochure is clearly accomplished.
Drawings and Illustrations
All illustrations, photographs, and drawings add to the purpose and interest of the brochure.
Mechanics (C-U-P-S)
There are no errors in capitalization, usage, punctuation, or spelling.
Layout and Design
The overall organization, design, use of color, and use of space help to make the brochure interesting and to communicate the message.
Creativity
The brochure is highly original and creative.
Neat and Presentable
The brochure is very neat and presentable.
Total:
7
Rites of Passage, Scotland County Schools