Ricky+Biography+Assessment

1. ** Choose someone to write about. ** You could write about an author, a movie star, a war hero, a member of the community, an athlete or even a family member. Someone who has displayed some form of courage either personally, or for someone or something else. Nick was a great choice Ricky. He is an amazing man who has inspired so many people all over the world. 2. ** Find out as much as you can about the person you’ve chosen. ** Read newspaper reports, do a Google Search, read encyclopedia articles and books. Conduct interviews if the person is someone you know. Use two or more sources to gather facts to cross-reference your information. Can you contact this person or their Association? You definitely used more than 2 sources to gather your information. It helped that we researched him in class but you have obviously stepped up your own research. Your information was very detailed. 3. ** Write a title. ** The title could include the name of the person you’re writing about. You could write it in a way that is creative. A catchy slogan/headline for example. Title was included. I will show you how to 'Jazz' up your titles and headings. There is a great website that helps you do this very easily. 4. ** Write an introduction ** that grabs the reader’s attention that clearly states who you’re writing about. Ricky you write very well and the opening paragraph definitely caught my attention and encouraged me to want to know more. 5. ** Write interesting paragraphs that include information about the person’s childhood. ** Birthplace and the area where he or she grew up? Family? Schooling? Who did he or she look up to? What has this person achieved? You satisfied all the criteria extremely well. It is obvious that you have referred to this rubric during the process of completing this task. Well Done! 6. ** Write interesting paragraphs that include information about the courage this person has shown. THIS IS YOUR MAIN FOCUS. ** What has this person faced and how have they overcome it? How have they managed this before during or after? How can you qualify HOW they have shown courage? Ricky your biography really made me think about what it means to show courage and I think Trooper Donaldson epitomises courage. You retell his story so vividly. 7. ** Write a conclusion ** that includes your opinion about why it is important to learn about this person. What can we learn from the courage this person has shown? How can the example of this person’s courage help us to achieve our own dreams or take a look at ourselves? Can you relate to this person? If so, how This is the one area that you needed to include more detail in Ricky. Make sure you always double check the rubric to ensure you have covered all of the areas. **Biography Assessment: Courage**
 * __ LEVEL 4 BIOGRAPHY INDIVIDUAL FEEDBACK & ASSESSMENT. __**

Name: Ricky Martin Submitted on time: YES / no Score: 22/28 - Excellent work Ricky :) Live interview (taped or in person).  Transcribed/audio interviews. Research beyond conventional means (National Archives). ||
 * **CRITERION** || **3.25** || **3.50** || **3.75** || **4.0 +** ||
 * **Research** || Research restricted to one site. Some text changed into own words with understanding. || 2 research sites used. Able to write text into own words to show understanding. || 2 or more research sites used and cross-referenced. Able to write text into own words to show a deep understanding. || 2 or more research sites used and cross-referenced. Able to write text into own words to show a deep understanding with the ability to justify (explain) further. ||
 * **Introduction** || Includes the person’s name within a short paragraph. || Includes the person’s name within a paragraph using interesting vocabulary. || Includes the person’s name within a paragraph using interesting vocabulary designed to capture the reader’s interest. || Includes the person’s name within a paragraph using interesting vocabulary designed to intrigue the reader further . ||
 * **Content** || 2 – 3 paragraphs of factual information. || 2 – 3 paragraphs of factual information, also includes some personal stories. || 3+ paragraphs of factual information, also includes personal stories relative to the act of courage. || 3+ paragraphs of factual information, personal stories relative to the act of courage, including the impact before, during and after. Includes own opinion. ||
 * **Conclusion** || Conclusion includes similar information to the introduction || Conclusion sums up the content of the subject. || Conclusion sums up the content of the subject with information regarding the ongoing journey of the subject. || Conclusion sums up the content of the subject with information regarding the ongoing journey of the subject, including a relevant statement or quote. ||
 * **Bibliography** || Bibliography does not include all sources & is not in alphabetical order. || Bibliography includes most sources & shows some organisation. || Bibliography includes all sources & shows organisation. || Bibliography includes all sources, is in alphabetical order & includes Title, date, date researched, pp #, publication details. ||
 * **Presentation** || Information mostly completed. || Information mostly completed with more detailed answers. || Information mostly completed with detailed answers & includes photos, media articles or diagrams. || Completed with detailed answers & includes photos, media articles or diagrams with extra information. ||
 * **Organisation** || Some planning, drafting, proof reading, editing and revising shown. Kept work in order, asked questions to keep on track || Planning, drafting, proof reading, editing and revising shown by using a model of other’s writing or a tool such as a mind map. Monitored and checked progress. Organised and persistent. || Updated planning, drafting, proof reading, editing and revising shown. Use of peers, teachers and adults as learning resources. Checking goals. Seeks support where necessary. || Updated & improved planning, drafting, proof reading, editing and revising shown. Study routines & self-management of tasks shown through following instructions for learning goals. ||
 * **Going Further** ||  ||   ||   || Emailing or writing to the subject.