AIG
LANGUAGE ARTS
PROJECT
BIOGRAPHIES/
AUTOBIOGRAPHIES
PROJECT DUE DATES:
PARENTS TOLD ABOUT PROJECT: ______________
BOOK APPROVAL:
_________________
COMPARE/CONTRAST DUE: __________________
CARDS/PRESENTATION DUE: _________________________
INTERVIEW QUESTIONS APPROVED: _______________
ONE PAGE/INTERVIEW PAPER DUE: _______________
CREATIVE PROJECT DUE: _____________
PERSONAL CREATIVE AUTOBIOGRAPHY: _____________
IN-CLASS RETELLING: _________________
CHECKLIST RETURNED/SIGNED: ___________________
BIOGRAPHIES/AUTOBIOGRAPHIES
Introduction: This assignment gives you experience completing a multi-faceted project that is common in middle school
and high school. The cover page has a list of the various assignments and when they are due. This project should not be a
burden or become a time-consuming monster.
Purpose and goal: Gain insight into another person’s life and the influences that shaped that life. Demonstrate
understanding of the types of influences in another person’s life and also be able to pick out the significant events/
situations from insignificant events/situations.
II. Requirements:
A. Select two appropriate books each by a different author (final approval rests with the teacher). One of the books may
be an autobiography. The person selected does not have to be well known. The books must be chapter books written at a
level considered challenging to an AIG student. Remember the limitations on who you may select (discussed in class).
Encyclopedia/Wikipedia entries to not count as a book, but may be used as a reference in other parts of this project. Take
notes while reading the books. These notes will help prepare the information needed for parts B & C below. The
compare and contrast chart is at the back of this packet.
B. Prepare a typed/keyboarded report comparing and contrasting the two books. The areas you will want to pay
attention to the most in developing this report are: childhood events; the person’s relationships with family; historical
events during the person’s lifetime; details that explain other events in the person’s life such as education, marriage,
work, family life, etc. Ask your parents for help. Limit your report to two pages.
C. Read the books outside of class and answer the questions below on a 5x8 inch card – (one card for each question). You
must also turn-in a copy of your cards on the due date – no exceptions. If you opt to create a power point presentation
you must print a copy of the slides and turn those in on the due date.
1. What led you to select this person?
2. What character traits did you most admire about the person?
3. What character traits did you least admire?
4. What transpired in this person’s life that led to a major change in/ or had a significant impact on
the person?
5. How did the person react to world/local events?
6. What did the person do that you admired?
7. What did the person do that you disliked or shocked you?
8. What did the person do that was worthy of writing a biography/autobiography?
9. How will you use what you have read to alter your attitudes toward events, people, and culture?
D. Research two significant events mentioned from world history during the person’s life time. The person you picked
CAN NOT have participated in these events. Example: you pick Thomas Edison so two events you might pick are the
Russian-Japanese war in the early 1900s and the Mexican Revolution. Thomas Edison did not participate in these events
but the events occurred during his life time.
1. Write a one-page, three-paragraph paper that briefly tells about the events. Emphasis is on fact: just tell about the
events. In lieu of the paper, if these events occurred during your parents’ or grand-parents’ life, you may interview them
about these events. You must prepare six questions before the interview and have the questions approved by me prior to
the interview. The questions must be insightful and cannot be answered with just a ‘yes’ or ‘no.’
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2. You must also submit a creative arts project that reflects one historical event in the person’s life. You can select from
a poster, diorama, or color drawing. A one-page, one-paragraph typed paper that fully explains the diorama or color
drawing must be attached. You may include photographs or copies of newspaper article (obtained from the internet) that
deal/discuss with this pivotal event.
E. The creative biography is about you. It covers the period of your life from birth to age 30. Since you are not 30, you will
have to create your life and write about it. Have fun doing this – but make it realistic. Include the following events and
activities in your biography:
1. Education. Talk to your parents about education after high school (college or trade).
2. Your impact on events, people, culture, live, etc.
3. The impact of personal events (marriage is optional) friendships, family, vacations, etc.) and professional events
(education, and career) on you.
4. The period of your life after fourth grade must be at least a page in length.
5. No font larger than ’10.’ Use one inch margins (all four sides - save a tree).
F. In-class retelling. After the cards/ reports are read, I will give you a blank piece of paper. On this piece of paper, you
must write two paragraphs – one paragraph each on the biographies that two other students in AIG class presented. You
may not write about the person you selected. Listen & take notes when discussing cards/reports with each other.
III. Rubric. Use this rubric to guide the quality of your work.
Item\Score
4
3
2
1
Met due dates
5 x 8 Cards
All met
All completed
Each answer
reflects thought
and insight; no
quick and
easy answers.
Four
Between 6 and 8
completed and/or
Answers reflect
some thought but
little insight. Some
cards have quick
and
easy answers.
Three
Only 4 or 5 completed and/or
each answer does
not reflect thought
and insight; only
quick and
easy answers.
<Three
Less than four completed.
Compare and Contrast Report and
Three-paragraph Paper and
Poster Paper
Concise, logical,
and factual.
Paper(s) shows
connection with
current events.
Factual but
difficult to follow.
Incomplete and/
or has factual
errors. Contains
errors in thought.
Not done.
Bibliography
No errors
No errors
Incomplete or in
the wrong format
Missing
Poster/
Diorama
No errors. Color
display/computer
produced
graphics &
wording.
Six questions –
each require
judgment and
conclusions from
interviewees.
No errors. Black &
white only/ no
computer graphics
or wording.
Incomplete
Incomplete
Only five
questions.
Questions are
thoughtful and
require judgment
and conclusions.
Only four
questions.
None require a
thoughtful reply.
Three or less questions.
All can be answered with a
‘yes’ or ‘no.’
Interview
(if done)
3
Autobiography Presentation
Concisely written
with personal
goals/
accomplishments
including
examples. Good
use of language.
Creative.
Written with
personal goals but
no explanation of
accomplishments
or details.
Facts or accomplishments past
fourth grade
missing or limited
to a few sentences.
No details past fourth grade.
Writing
Choice of words
and sentence
construction show
thoughtfulness,
preparation,
and creativity.
Some gaps in word
choices and
sentence
construction.
Incomplete
sentences; poor
word choices.
Incomplete sentences; poor
word choices.
Spelling
No errors.
One to six errors.
Seven to ten errors.
More than ten errors.
Checklist
Complete &
signed by parents
Complete but not
signed.
Incomplete
Lost
In-Class Retelling
Both paragraphs
reflect an
understanding of
the topic.
Sentences are
concise and easy
to read.
Information
clearly reflects
knowledge of the
subject above rote
memorization
Both paragraphs
reflect some
knowledge of the
subject but at least
one falls short of
reflecting
knowledge level
above rote
memorization.
More than one
paragraph but at
least one contains
factual errors;
difficult to
understand; not
concise; reflect
some confusion
about the subject.
Only one paragraph.
This project supports the following NCSCOS Language Arts/Reading Goals and Objectives:
Book selection supports goals 1.04, 1.06, 2.01, 2.03, 2.04, and 3.06.
Response to questions, presentation, and note taking supports goals 2.06, 2.09, 3.01, 3.06, 4.02, 4.06, 5.02, 5.03, 5.08, and
5.09.
Compare and contrast; poster etc and autobiography supports goals 4.06, 4.07, 5.03, 5.04, 5.05, 5.06, 5.07, and 5.09.
Bloom’s Taxonomy is supported by:
Meets NCSOCOS Social Studies (4th grade) by topical area.
Analyzing: Compare and contrast paper
Evaluating: Response to questions, research paper and creative project
Creating: creative project and autobiography.
This project supports C-MAPP:
Writing: L4, SL4, W4
Reading: FS4. L4. R14. RL4. SL4
This project supports differentiated instruction by using the following: independent study; learning style; opened
activities, student self-assessment, student choice, and varied materials.
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Checklist for AIG Language Arts Biography Project (4th grade)
NAME: ______________________
TOPIC: ___________________________
Final review by parent on _____________________________________________
Performance Indicators
Parent
Review
5 x 8 Cards
Turned in on correct date
Copy prepared and given to Mr. Whitehurst
Correct size card used
All cards complete
Each answer reflects thought & insight
Dates used are correct and make sense
Compare & Contrast Paper
Turned in on correct date
Concise, logical, and facts are correct and in correct sequence
More than one page but not longer than two.
Three Paragraph Paper
Turned in on correct date
Shows connection with current events
Concise, logical, and facts are correct and in correct sequence
Poster/Diorama
Turned in on correct date
Uses Color
Easy to follow and understand
Computer printed heading & text
No spelling or grammatical errors
Autobiography
Turned in on correct date
Three typed or five hand-written pages
Shows a logic progression through life to age 30
Includes names of spouse, children, college, etc.
Events past fourth grade take at least one or 1.5 pages
Goals and accomplishments included
Creative/ Font not bigger than ‘10’
5
Number
of Errors
Not Yet
Yes
Parent
Review
Performance Indicators
Interview (if used)
Turned in on time
Interviewee has direct connection with person selected
Questions asked reflect insight into topic
Questions cannot be answered yes or no
Included six questions
Writing/Grammar
Complete sentences, thoughtful, and creative
Less than six errors
Spelling
No errors
Changing Person
Number of times person changed
Font Size/Margins
Font size not bigger than 10 with one inch margins on all four
sides (save a tree).
Final Paper
Two paragraphs
Reflects understanding of topic
Sentences are concise and easy to read
Information clearly reflects knowledge of subject above rote
memorization
6
Number
of Errors
Not Yet
Yes
Compare and Contrast Paper
Limit: two pages. Select three events that are discussed in both books and compare and contrast the way the author describes them.
Use the example below
Event
Book One (Title)
Howie went to the movie. He disobeyed
his father by spending all his allowance on
popcorn and Cokes. His father had told
him just to spend enough money for the
ticket plus one popcorn and one drink.
Howie knew he would be in trouble. He
decided to take his punishment – whatever
it was – he know he deserved it - but he
felt that having extra popcorn was worth
the punishment he was going to face –
whatever it might be.
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Book Two (Title)
Howie was punished for disobeying his
father. He never told his father why he
spent all the money. His father was very
disappointed in Howie's judgment. It was a
long time before Howie's father completely
trusted him again.
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