Ship-Trap Island
High School
Communication Arts Task
by
Joyce George
Heather Tibbs
MAP Team Member
Lesterville School District
South Central Region
Ship-Trap Island
Purpose: This performance task will be used as a cumulative
activity after reading the famous story “The Most Dangerous
Game” by Richard Connell to assess reading comprehension
and the use of map skills. The students are required to use information from the story to create a map of the setting (ShipTrap Island). The locations of important events are to be noted
on the map.
Show Me Standards Addressed:
Knowledge: CA2, SS7
Performance: 1.8
Grade Level Range: High School Level
Subject Area: Communication Arts
Materials Needed: Performance Task Packet (which includes
the Student Prompt, the Response Sheets, and the Scoring
Guide), colored pencils, pencil, textbooks/or books containing
the famous short story “The Most Dangerous Game” by Richard Connell.
Time Needed for Task: 2 class periods
Instructions for Administration: Present students with the Performance Task Packet and make sure they understand what
they are to do. Go over the scoring guide so they know how the
written product will be assessed.
Pre-Assessment: Have students read and discuss the story “The
Most Dangerous Game” by Richard Connell.
Ship-Trap Island
Student Prompt
You are a mapmaker specializing in islands. You have been chosen to follow
Rainsford, the main character of the story
called “The Most Dangerous Game.” Your
task will be to create a map of Ship-Trap
Island and plot Rainsford’s trail. Using information from the text and your map skills,
create a map (complete with a legend) that
shows the main events in Rainsford’s life as
they pertain to the plot of the story.
Student Response Sheet
Using information from the story and your map skills, create a map of Ship-Trap Island and
plot Rainsford’s trail. Be sure to include a legend.
Scoring Guide: Ship-Trap Island
The student will use map skills and reading comprehension to locate and label the
places of importance in the story.
4
All important locations are shown on the map and are correctly
labeled.
3
Most important locations are shown on the map and they are correctly
labeled.
2
Some acceptable locations are shown on the map and are correctly labeled
1
Few acceptable locations are shown on the map and are correctly labeled
The student exhibits knowledge of map legends.
4
All items match the legend.
3
Most items match the legend.
2
Some items match the legend.
1
Few items match the legend.
The student demonstrates neatness and creativity in map design.
4
The map is neat and can be clearly understood by others, it has accurate
proportions yet shows individual creativity.
3
For the most part, the map is neat and can be understood by others, it has accurate
proportions. The map is essentially correct but lacks creatively.
2
The map lacks neatness and may be difficult to understand. It may or may not be
correct but does not show creativity. .
1
The map is not neat and shows little effort or creativity. It is impossible to under
stand.