Overview

In these lessons, students use short scenarios to develop a list of criteria for coming of age in texts and construct arguments of judgment about whether or not a character has come of age.

Guiding Questions

  • What experiences do you need to come of age?
  • What role does family play in coming of age?
  • Which are the most important criteria for showing someone has come of age?

Texts/Materials

Activities

1. Provide students with coming of age scenarios. Read the first scenario out loud and discuss the following questions as a class: TC_Bubble

  • Does this scenario show coming of age or not?
  • How do you know?
  • What criteria can we add to our list for coming of age?

2. Let students get into groups of three to read and discuss the remaining scenarios and whether or not the characters show coming of age or not. Tell them to keep track of new criteria to add to the list. When students have finished discussing each scenario as a whole class and add new criteria to the public list.

3.  Provide students with the template for writing a synthesis around criteria for coming of age based on the scenarios. Their aim is to determine the strength of various criteria for coming of age.TC_Bubble

4. Have students read and comment on each other’s written synthesis, focusing on the communication of a strong, unified argument, rather than on grammar or form. Then give students the opportunity to revise their writing based on peer feedback. TC_Bubble

Assessment

The following are means of assessing students during activities so instruction can be adjusted and differentiated according to students’ needs.

  • Answers to questions on coming of age scenarios
  • Public list of criteria for coming of age
  • Whole class discussions
  • Coming of age synthesis template