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biographical Presentation Informative/Explanatory Writing
EmbEddEd AssEssmEnt
Do a quickwrite about the person you have chosen and share it with a partner by reading it aloud. Then discuss your quickwrite with your partner. Use the sentence frames to help during your discussion. Talk about the types of multimedia that might be helpful to include in your presentation. Remember to take turns sharing your ideas and ask each other questions.
my notes
I think is a good person to write about because .
I agree/disagree because .
I think the person’s biggest contribution was .
You should look for to include in your presentation.
Step 3: Prewriting
Work with a partner to talk about ideas you have for your biography using the questions and sentence frames in the KWHL chart. Tell your partner what you already know about the person you will write about. Discuss questions you or your partner may have about the person. Talk with your partner about where you might find good information about your topic.
Record notes from your discussion using the KWHL graphic organizer. First, write the name of the person you will write about. Then, write what you already know about the person, what you want to know about that person, and how you will find out. Finally, conduct research independently to gather the information you want to find out. Be sure to also look for interesting multimedia to include in a presentation about the person you chose.
The Person I Will Write About:
K: What do I know?
W: What do I want to know?
H: How will I find out?
L: What did I learn?
I know that...
I want to know...
I will use... I will look...
I learned...
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Activity 3.7 continued
assess
Use the following rubric to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Interacting Via Written English.
Emerging: With structured support,
are students able to write a brief, 1–3 paragraph biography that responds adequately to the prompt by describing the person's contribution to a particular field, and providing a central idea and supporting details?
Expanding: With little support, are students able to write a 3–5 paragraph biography that responds to the
prompt by describing the person's contribution to a field, includes a central idea and supporting details, uses interesting verbs and verb phrases, and incorporates transitions and correlative conjunctions.
Bridging: With little to no support,
are students able to write a 3–5 paragraph biography that responds to the prompt by describing the person's contribution to a field, includes a central idea and supporting details, uses interesting verbs and verb phrases, and incorporates transitions and correlative conjunctions to integrate ideas and create parallelism.
adapt
If students need additional help understanding how to write their biographies, set aside time to
provide personal one-on-one writing conferencing time to address any needs that arise on an individual basis.
Preparing to Present
Pass out a copy of the Oral Presentation Rubric to each student in the class. Review the criteria and model each oral presentation best practice for students. When complete, ensure students understand what they will be assessed on. If you have extra time, give students the opportunity to practice their presentations with each other.
Connect to Home
Explain to students that they will have homework this evening. Tell them
that their task before the next class is to do two things. The first is to bring
by step in how to do the Peer-Editing Protocol using modeling. Ensure students discuss what multimedia elements they want to incorporate into their presentations, such as illustrations, music, video clips, and so on.
5 As students work, walk around the classroom checking for understanding and answering any questions that may arise. When students are finished, have them submit their drafts to you for a review or if available, students can use classroom computers to type their biographies
or to find pictures or other graphics to use in their presentations. Use this opportunity to informally assess student work using the rubric below. Help them understand when and where and how to incorporate the multimedia elements they have chosen, if needed.
Unit 3 • Choices and Consequences • Part 3: Embedded Assessment 207
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.