This learning module is intended for 8th grade English/language arts students to write an explanatory/research paper based off of an interview with a family member.
Introduction to Teachers:
Welcome to the learning module for “Rites of Passage: Explanatory Writing”! This learning module is intended for 8th grade English/language arts students to write an explanatory/research paper based off of an interview with a family member. In my 8th grade ELA class, we use Pearson’s MyPerspectives textbook for our anchor texts. The first unit of this textbook is centered thematically around “Rites of Passage.” The essential question for the unit is: what milestones does one face on the path to growing up?
This past school year, our teaching team wanted to try to link our writing assignments more closely with our textbook readings. Since we focus on explanatory writing and research during this first unit, we thought it would be beneficial for students to interview a family member about a significant milestone in their life. This was our first year designing this project, so this learning module updates it and makes some changes to streamline it and give students more clarity.
Given the uncertain circumstances around in-person learning this fall, this learning module took the idea of a “Rites of Passage” research paper, and expanded upon it to make it accessible for students to complete remotely. Thus, this module can be used to teach explanatory writing in a traditional classroom environment, or as a remote learning digital learning module.
Project Overview
This project is segmented into three main parts:
Goals and Objectives
By the end of this learning module, students will be able to:
Standards
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-LITERACY.W.8.2.C
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.W.8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.8.2.E
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.8.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Student Materials Needed:
Learning target: I can define "rite of passage" in my own words, and explain what I have learned about a specific kind of rite of passage.
What is a Rite of Passage?
The theme of our first unit is "Rites of Passage." What is a rite of passage, exactly? It is commonly defined as a ritual, event, or experience that marks or constitutes a major milestone or change in a person's life. Rites of passage come in many different forms: some are specific to a culture or religion; some are social and unique for different people.
The essential question that we are continuously asking ourselves this unit is: what milestones does one face on the path to growing up? So far this unit, you have read "Red Roses," "The Medicine Bag," and "Translating Grandfather's House." In each one of these texts, the main character goes through an important change on each of their paths to growing up. Let's explore this concept further by reviewing some different examples of rites of passage.
Explore the links below to read about different examples of rites of passage:
Comment: Define what a "rite of passage" is in your own words. Provide an example from one of the texts we have read so far this year. ("Red Roses"/"The Medicine Bag"/"Translating Grandfather's House")
Create an Update: Picking one of the kinds of rights of passage you read about in this section of the module. Create an update explaining what you learned about this rite of passage, and how it represents a milestone on the path to growing up.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Teaching suggestions:
The theme of the unit in students' literature textbook is "Rites of Passage." In order to make more connections between what students are reading and what they are writing,
Overall, the goals are to build their explanatory writing skills (as aligned with CCSS), and to lead them to a broader understanding of the essential question: what are milestones one faces on the path to growing up?
Pedagogical rationale:
To help students make the cognitive jump from reading about rites of passage to writing about them, students need to fully understand what a rite of passage is and how they and their loved ones experience these universal events before they can write about it. By collaborating with peers in this section of the module, they will come to a more common group understanding and will have the capbility to go on to write about this topic more effectively individually. "In the zone of proximal development, we look at the way that a learner’s performance is mediated socially, that is, how shared understanding or intersubjectivity has been achieved through moving the learners from current capabilities to a higher, culturally mediated level of development" (Shabani et. al, 2010).
Research also suggests that adolescent-geared writing assignments are often successful when they are closely tied to understanding of text(s) and their concepts (Perin, 2007). In this way, we tie this explanatory writing project to the theme of "Rites of Passage" as students read literature about these important life milestones/events.
This unit aligns to student interests by talking about the path to growing up. Rites of passage are both highly personal but also can be common across cultures and societies. These experiences are universal, yet so unique. Students will gain a deeper understanding of this concept as they research and write.
Supplementary resources:
If you want to further students' understanding of the idea of adulthood, distribute the following knowledge survey to them so they can ponder what it means to become an adult in our society.
http://cgscholar.com/survdash/cgsurvey/securesurvey/depid/5f25c7b7ca02125022e807a0
Learning target: I can select a family member and a significant event in their life to research and explorer futher.
Project Overview
This final product in this module is to write an expository/informative paper about a family member's milestone or rite of passage. You will select a family member, interview them about their milestone/rite of passage, research it further, then write a final paper. This project is segmented into three main parts:
Part 1: Interviewee/topic selection and interview (directions included in sections 0.2 and 0.3).
Part 2: Research milestone/rite of passage: Identify the specific topic i.e. serving in a war, bar mitzvah, immigration experience, etc. (Template below).
Part 3: Write final paper: Introduction, body paragraphs, and conclusion paragraph (directions below).
Part 1: Interviewee/topic selection and interview
Think about stories that you have heard from the older generations around you. Think about your parents/guardians, and what they have told you about their journey to growing up. What have they told you about older family members like grandparents or great grandparents? What is something that they
This is a great chance to interview older relatives, especially grandparents, great-grandparents, great aunts and uncles, etc., and hear about what they have lived through on their paths to gro
Some examples from previous years include: First communion or church confirmation, bar/bat mitzvah, immigrating to the U.S. or another country, serving in the military, living through a significant event like the bombing of Pearl Harbor, the assassination of President Kennedy, the civil rights era, September 11th, 2001, and many more
A good starting point would be to ask your parent/guardian,"I need to interview someone about a rite of passage or significant life event that they lived through. What is a milestone that you or someone we know faced on the path to growing up?
Note: There are certain topics that might not be suitable for this project. While life events like getting married, having a child, or buying a home are all certainly milestones and a type of rite of passage, they are very common events and make it difficult to find interesting research. Make sure that the person you interview talks about an experience that you can research further.
If you are having trouble figuring out if your chosen person and event is suitable for this project, reach out to your teacher for help!
Comment: What rites of passage or milestones do you know of that your family members experienced? Based on this, who do you plan on interviewing and why? If you are not sure, make sure to list at least three possible people to interview.
Update: Looking at the time we are living in, many people may consider living through a pandemic a monumental life experience. Although it is not a traditional rite of passage, it is a major life event for everyone living through it. Find a text online about how people are being affected by the pandemic, and explain how it is changing peoples' lives. Feel free to add how you have had to "grow up" during this time.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Teaching suggestions:
In this section, it is very important to guide students to pick an appropriate person to interview and a research topic. While some students have a fairly easy time finding a family member to interview about a clear rite of passage, some do not have a large extended family OR their family members may have difficulty recalling a specific rite of passage. Check in with students here and guide them to pick a suitable interviewee and topic.
Also, guide students to pick a topic that can be easily researched. Getting married and having a child are certainly huge milestones, but do not necessarily lend themselves to a research paper well.
Pedagogical rationale:
When teaching literacy and writing, authentic engagement along with immersion and demonstation result in learning: students learn when they are given examples and models, given expectations, allowed to make their own decisions as well as mistakes, continuously given feedback and allowed ample time to revise (Cambourne, 1988). The structure of this project is set up to align with this theory of literacy and writing education. When students are given a wide range of opportunity to choose the topic and to connect with someone on a more personal level, they will be more authentically engaged. By allowing students to have choice over the topic of their paper, they will be more likely to be engaged in the research and writing process.
Supplementary resources:
If a student is struggling to find a topic, you can provide them with this list and interview a family member (or neighbor or teacher!) who remembers or experienced one of these major historical events.
Learning target: I can create five high-quality interview questions to ask my subejct.
Part 1: Interviewee/topic selection and interview (continued)
Now, you have selected a person to interview and identified what you will be interviewing them about. The next step you will work on is crafting quality interview questions. How do we craft high-quality interview questions to get the best information?
Watch the following video for a five-step process on how to conduct a great interview.
Ms. Stetson. (2015, March 29). Journalism: How to Lead an Interview [Video]. YouTube. https://www.youtube.com/watchv=WEdbKoY4wVs&feature=youtu.be
Review the steps for crafting a good interview in the slides below.
Watch this video where the students conduct a sample video. Look for the first FOUR steps of interviewing in the video.
USC Dornsife College of Letters, Arts and Sciences (2011, June 16). How to interview people for their life stories [Video]. YouTube. https://www.youtube.com/watch?v=0plSyP-uDzU&feature=emb_title
Once you have finished this piece of the module, you are ready to conduct your interview! We highly recommend doing it over Zoom or another program where you can record the conversation.
Comment: How do the students in the sample video show how a well-done interview works? Where did you see some of the "five step" process at work? Respond to at least 2 peers
Update: Create an update where you list the interview questions you are going to ask your subject. Comments on at least three peers' updates telling them what they did well with their questions and any constructive critcism you can give them.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Teaching suggestions:
Here, students need to come up with five high-quality interview questions to ask their relative about their specific rite of passage. Monitor students' updates to make sure that they create high-quality questions that will elicit interesting information from their interviewee. Additonally, students will review peers' questions and give feedback to help guide this process
Pedagogical rationale:
While writing is often thought of as a solitary act, it is acutually deeply influential when it is a social act. In this writing assignment, we created a social basis (family member interview) for the paper, and then as steps go on, have students interact with one another to continue to create new understandings together. Researcher Karen Bromley writes of Vygotsky's theories on this: "Oral language is also an important contributor to writing, because both depend on the same cognitive abilities. Vygotsky theorized that children's early speech is a precursor to inner speech, which in turn results in the ability to think in words...Vygotsky believed thought and knowledge emerge from oral language that is embedded in social interaciton. This co-construction of meaning leads to learning. Thus when writing is a social act, it is often stronger because of interactions as students talk and create new meanings together" (Bromley, p. 296).
Supplementary resources:
This mini learning module gives tips on how to conduct an interview with a relative. This could be a great resource for struggling students.
The following videos also give tutorials on different recording programs that students can use to record their interviews.
StoryCorps
StoryCorps. (2019, December 11). How to Use the StoryCorps App [Video]. YouTube. https://www.youtube.com/watch?v=CW8UDYCV5Oo
Zoom
Howfinity. (2020, March 17). How to Use Zoom - Free Video Conferencing & Virtual Meetings [Video]. YouTube. https://www.youtube.com/watch?v=fMUxzrgZvZQ
Screencastify
Technology for Teachers and Students. (2019, October 7). Easy Screen Recording with Screencastify [Video]. YouTube. https://www.youtube.com/watch?v=v7uScletiPc
Learning target: I can extract two to four pieces of sound evidence from valid online sources that support my research topic.
Part 2: Research the milestone/rite of passage
Now that you have finished your interview with your family member, you are going to do some more research on their milestone/rite of passage. The purpose of this is to find some information which you can use to create an explanatory paper on While researching, your guiding question should be: How is (relative's milestone/rite of passage) an important milestone on the path to growing up?
The following slides will help you find credible sources to use for your research. They answer the questions: What is a credibile source? Where can I find credible sources? How do I get started?
Comment: How can you tell if a source for research is credible? Explain in your own words.
Update: Using what you know, use the template below to find research about your topic from at least three different credible sources online. Comment on at least three peers' updates with what they did well or what they could improve upon in their research.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Teaching suggestions:
In this section of the module, students will gather research on their family member's rite of passage and explain its significance. Students will review their peers' notes on the topic and give them feedback.
Check in with students often during this time as some of them may be more comfortable conducting research on their topic than others. Some students may also be having difficulty finding resources, so you may have to guide them in the right direction to find information about their topic.
Pedagogical rationale:
See theory in section 0.2 and 0.3.
Supplementary resources:
If students need further information on how to find reliable sources, you can use this video to guide them.
Teaching Without Frills. (2018, October 25). Writing Videos for Kids: How to Evaluate Sources for Reliability [Video]. YouTube. https://www.youtube.com/watch?v=q1k8rcYUmbQ
Learning targets:
I can introduce my interview/research topic clearly, previewing what is to follow in the rest of the paper.
I can write an informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Part 3: Writing the Final Paper: Introduction Paragraph
Your introduction pargraph should consist of three parts:
Comment: What is a thesis statement? What should you include in your thesis statement in order to make it effective?
Update: Using the outline below, write an outline of your introduction paragraph to your paper. Comment on at least 3 peers' updates remarking on what they did well and what they could do to improve.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Teaching suggestions:
In this section of the module, students will probably need the most help with writing a thesis statement. It is a good idea to meet virtually with students to help them develop a thesis statement, if possible.
Pedagogical rationale:
See theory in section 0.3.
Supplementary resources:
The following links give more information on how to write an effective introduction paragraph:
Learning targets:
I can use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
I can use precise language and domain-specific vocabulary to inform about or explain the topic.
I can write an informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Part 3: Writing the Final Paper: Body Paragraphs
Watch the following video that gives you information about how to write an expository body paragraph.
Melonie Behrens. (2017, March 2). Informational Writing: Body Paragraphs [Video]. YouTube. https://www.youtube.com/watch?v=MHR-iqSe0OU
Now that you have all of your information collected, use the charts below to create an outline of your body paragraphs.
Comment: What is the purpose of writing an expanatory body paragraph? How will your first and second paragraphs be different?
Update: Using the chart above, create an outline of your two body paragraphs. Comment on at least three peers' updates giving them advice on what they could do better and what they did better.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2.C
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.W.8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.8.2.E
Establish and maintain a formal style.
Teaching suggestions:
In this section of the module, students will probably need the most help with keeping their body paragraphs focused and on-topic. It is a good idea to meet virtually with students to help them keep their papers on-topic, and filled with the most relevant information.
Pedagogical rationale:
See theory in section 0.3.
Supplementary resources:
The following links give more information on writing body paragraphs:
Learning target: I can provide a concluding statement or section that follows from and supports the information or explanation presented.
Part 3: Writing the Final Paper: Conclusion Paragraph
Now you have reached the step in this process to write a conclusion paragraph for your paper. Watch the video below to learn about the steps to draw your explanatory paper to a close.
Brittany Walker. (2019, April 2). Learn to Write a Conclusion in Under Five Minutes! [Video]. YouTube. https://www.youtube.com/watch?v=Zd0tP2undNo
Comment: What is the purpose of a conclusion paragraph? Explain your thoughts on this in your own words.
Update: Using the template below, create an outline of your conclusion paragraph. Comment on at least 3 peers' updates giving them feedback on what they did well and what they can do to improve their writing.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Teaching suggestions:
Using the given steps, check in with students to make sure they understand how to finish of their expository paper. Students will also check their peers' outlines and give feedback to help them improve their work.
Pedagogical rationale:
See theory in section 0.3.
Supplementary resources:
The following links give more information for how students can write effective conclusion paragraphs.
Learning Target: I can combine my outlines into one cohesive explanatory paper.
Part 3: Writing the Final Paper and Peer Review
Now that you have your outlines completed, it is time to put your work into a final draft. There is a work that will be sent out to you in Scholar titled "Rites of Passage Expository Paper." In this work, you will combine all of your outlines into one cohesive paper. You will be graded based on the rubric below.
You will be assigned a few peers' papers for peer review. Using this rubric, reivew their work, making sure to pay close attention to the descriptions in the rubric. Once peer reviews are completed, you will receive your reviewed work for final revision and publication.
Comment: What are some examples of appropriate comments to leave on a peers feedback? Give an example of a compliment you could leave and a respectful constructive criticism you could leave a peer.
Update: Revisit the question we asked ourselves at the beginning of this module: What does "adulthood" mean to you? What are some milestones that you have reached already on your path to growing up? What rites of passage or milestones might you still face? Comment on at least three peers' updates, commenting on similiarities and differences between you and your peers thoughts and experiences.
Standards alignment:
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Teaching suggestions:
In this section, students will upload their outlined work into the Work Request document in Scholar. Here, they will draft their paper and submit it for peer review. The peer review process will take one week and then they will be returned for final revisions.
Check in with struggling students here to see if they need help crafting or structuring their overall paper. They should assemble it into at least four body pargaraphs: introduction, 1+ paragraph on their interview, 1+ paragraph on their research, and a conclusion paragrpah.
Pedagogical rationale:
See theory in section 0.3.
Supplementary resources:
Peer review comment examples:
umnWritingStudies. (2013, June 7). Peer Review: Commenting Strategies [Video]. YouTube. https://www.youtube.com/watch?time_continue=2&v=GlSCMx9-fGA&feature=emb_logo
Example final essays:
Brittany Walker. (2019, April 2). Learn to Write a Conclusion in Under Five Minutes! [Video]. YouTube. https://www.youtube.com/watch?v=Zd0tP2undNo
Bromley, K. (2011). Best Practices in Teaching Writing. Best Practices in Literacy Instruction, Fourth Edition, 295-318.
Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Auckland, New Zealand: Scholastic.
Howfinity. (2020, March 17). How to Use Zoom - Free Video Conferencing & Virtual Meetings [Video]. YouTube. https://www.youtube.com/watch?v=fMUxzrgZvZQ
Hussein, H. (n.d.). Rites of Passage [Illustration]. Lapham’s Quarterly. https://www.laphamsquarterly.org/youth/maps/rites-passage
Melonie Behrens. (2017, March 2). Informational Writing: Body Paragraphs [Video]. YouTube. https://www.youtube.com/watch?v=MHR-iqSe0OU
Ms. Stetson. (2015, March 29). Journalism: How to Lead an Interview [Video]. YouTube. https://www.youtube.com/watchv=WEdbKoY4wVs&feature=youtu.be
Perin, D. (2007). Best practices in teaching writing to adolescents. In S. Graham, C. A. MaCarthur, & J. Fitzgerald (Eds.), Solving problems in the Teaching of Literacy. Best practices in writing instruction (p. 242–264). Guilford Press.
Preserve Your Legacy: 9 Tips for Interviewing Relatives. (2017). [Photograph]. FamilySearch. https://www.familysearch.org/blog/en/9-tips-interviewing-relatives/
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development. English Language Teaching, 3(4). doi:10.5539/elt.v3n4p237
StoryCorps. (2019, December 11). How to Use the StoryCorps App [Video]. YouTube. https://www.youtube.com/watch?v=CW8UDYCV5Oo
Teaching Without Frills. (2018, October 25). Writing Videos for Kids: How to Evaluate Sources for Reliability [Video]. YouTube. https://www.youtube.com/watch?v=q1k8rcYUmbQ
Technology for Teachers and Students. (2019, October 7). Easy Screen Recording with Screencastify [Video]. YouTube. https://www.youtube.com/watch?v=v7uScletiPc
umnWritingStudies. (2013, June 7). Peer Review: Commenting Strategies [Video]. YouTube. https://www.youtube.com/watch?time_continue=2&v=GlSCMx9-fGA&feature=emb_logo
USC Dornsife College of Letters, Arts and Sciences (2011, June 16). How to interview people for their life stories [Video]. YouTube. https://www.youtube.com/watch?v=0plSyP-uDzU&feature=emb_title