RITES OF PASSAGE
Subject: Communication Skills
Grade Level: Sixth (6th )
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.
Purpose
NCSCS Goals
and Objectives
5.02
5.03
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
solution, and show awareness of audience. Study the
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
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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
Rites of Passage, Scotland County Schools
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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.
Rites of Passage, Scotland County Schools
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Map Rubric
Exemplary
Labels
At least 90 % of
items labeled and
located correctly
Spelling/Cap
At least 90 % of
spelling and
capitalization
correct
Neatness
All
labels/features
can be easily
read
Title/Purpose
Title clearly
reflects purpose
of map
Map features
Map
clearly reflect
Features/Purpose purpose
Key/Legend
Emerging
1
Fewer than 70
80 % of items
70 % of items
% labeled and
labeled and
labeled and
located
located correctly located correctly
correctly
Less than
At least 80 % of At least 70 % of
70% of
spelling and
spelling and
spelling and
capitalization
capitalization
capitalization
correct
correct
correct
Most
Some
Few
labels/features
labels/features
labels/features
can be easily
can be easily
can be easily
read
read
read
Title does not
Title generally Title somewhat
reflect
reflects purpose reflects purpose
purpose of
of map
of map
map
4 Competent 3
Basic
2
Map features
Map features
Map features
generally reflect somewhat reflect do not reflect
purpose
purpose
purpose
No key or key
Has a key/map Has a key/map Has a key/map
that uses nonthat uses all
that uses most
that uses some
standard
standard symbols standard symbols standard symbols
symbols
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DEBATE RUBRIC
Categories
Addresses
Issues
Support with
Facts
Persuasiveness
Teamwork
4
3
2
1
Always
addresses
topic
Usually
addresses
topic
Rarely
addresses
topic
Uses many
facts
that support
topic
Uses some
facts that
support
topic
Uses few
Does not
facts that
use facts
support topic that support
topic
Arguments
clear and
convincing
Arguments
are
sometimes
clear and
convincing
Arguments
are rarely
clear and
convincing
Used team
member
effectively
One member
does the
talking 75%
of the time
One member No one talks
does the
talking 100%
of the time
Grabs
attention
Introduces
topic and
brings some
closure to the
debate
Score
Did not
address
topic
Arguments
are never
clear and
convincing
Equal
timing
Organization
Electrifies
audience in
opening
statement
Closure
convinces
audience
Brings
closure to
the debate
Does not
introduce
topic; no
closure
TOTAL __________
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Performance Task Assessment
Brochure
Earned
Possible
Assessment
Points
10
Self Teacher
Element
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:
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