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Project Description
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In my Developmental Reading class, we are studying short stories and read The Most Dangerous Game as part of this Short Stories unit. The Ship Trap Map was an activity assigned individually to students to be done both during and after reading the story. The first step for students was underlining any and all details that described the setting while reading The Most Dangerous Game. They reread this information and chose 10 setting details to place on their map. Then, they skimmed the text for more information on location and placement of the setting details. Once they had gathered all of their information, they were ready to begin the map. I suggested that they do a rough copy of detail placement. They created their maps with colored paper, colored pencils, markers, etc. After the maps were complete, students presented their maps to the class. Using the RubiStar rubric, students assessed each other’s presentations. The presenter was to explain his or her map and provide examples from the text to back up his or her choice of details. Students seemed to enjoy this process, especially assessing my map and me!
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Rubric Information
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| Rubric Title | Ship Trap Map |
| Rubric ID | 196756 |
| Teacher Name | Erica Jones |
| School | Bryant Adult / Alternative High School |
| Subject | Language Arts |
| Grade | 9 |
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Project Includes
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| Links | Map of Ship Trap Island |
| Standards | NL.K-12.3: Evaluation Strategies
NL.K-12.6: Applying Knowledge
NL.K-12.12: Applying Language Skills
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| Teacher Tips | I try to emphasize the reading process and integrate reading skills and strategies into activities. I often search for new ideas on the Internet, especially at this time of year! I found a site by Laura Arthrell that described the Ship Trap Map concept that she had adapted from Linda Kramer. It interested me, because it incorporated reading strategies, and was different from all the written responses we usually do. With this project, students had to underline all setting related information during reading so they had a purpose for reading. They also had to reread the text, skimming for details.
I feel the project was successful and the students seemed to enjoy it. The rubric gave students detailed objectives to use as a guide and made the grading process much easier for me. We ran out of time before spring break, but next time I would extend the project to include a class discussion on the role of setting in this story and how the story would have been different if certain parts of the setting were missing or changed. I might make a map that has a completely different island location and landscape for students to discuss. Students could rewrite the story with the setting of their choice.
I often struggle with where to start when creating rubrics. I usually wind up with a 4-3-2-1 rubric with no set objectives for scoring. With RubiStar, it is much easier to create rubrics and then students have specific objectives to meet.
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