ENG1P Summative
For this summative project, you will be asked to pick a heroic person OR
heroic media campaign, and complete a number of assignments based that
person or campaign.
Essentially, your task is to prove to your class why the person you
have chosen is a hero OR why the campaign you have chosen is
effectively heroic.
You will present your work to the class through an Oral Presentation,
which must include a visual/media component. Your choices are (one of):
A) Poster board
B) Webpage
C) Wikispace
D) Powerpoint
E) Prezi
No student can choose the same hero as another student. Your choice
must be approved by your teacher
Some sample choices can be found on the following website:
http://www.myhero.com/myhero/go/theteachersroom/selectedStories.asp
… as well as on the teacher’s wikispaces:
www.cwood.wikispaces.com/ENG1P
YOUR SUMMATIVE MUST INCLUDE THE FOLLOWING
Use this as your checklist:
□
Your name, your class code, and your teacher’s name
□
A short biography of your hero (OR campaign), including:
 hero’s name, age, country of residence, birth and death? (or
campaign’s organization name, country/people that
produced it, and when it started and ended)
 hero’s or campaign’s interesting details (appearance,
personality, relatives, awards, inspiration, etc.)
 hero’s upbringing and experiences (or campaign /
organization’s mission statement, slogan and modes of
distribution)
□
A news article, that you have found about your hero.
□
A 3-4 paragraph opinion piece written by you which explains
what a hero is, and proves why you chose your hero or
campaign.
 Introduce what it means to be a hero; to be heroic, and state that your
hero or campaign fits that description
 Include your hero’s accomplishments (or campaign’s description)
 Include your hero’s affect on others (or campaign’s affect on others)
 Conclude by restating your opinion and recapping your evidence.
Close with a thoughtful observation or lesson learned.
□
3-4 Visuals of the hero you are writing about.
□
A reflection journal on what you have learned from this hero,
how the hero has influenced you and how you could have
improved your performance on this project.
□
A proper bibliography.
You must hand in your project on the day of your Oral Presentation.
HOW TO WRITE A BIOGRAPHY
A BIOGRAPHY SHOULD INCLUDE EACH OF THE FOLLOWING:



A TOPIC SENTENCE (a brief sentence to state who your biography is about
and why you have chosen this person to write about.)
SPECIFIC INFORMATIVE SENTENCES (specifically describe who you are
talking about) INCLUDE:
 hero’s name, age, country of residence, birth and death? (or campaign’s
organization name, country/people that produced it, and when it started and
ended)
 hero’s or campaign’s interesting details (appearance, personality, relatives,
awards, inspiration, etc.)
 hero’s upbringing and experiences (or campaign / organization’s mission
statement, slogan and modes of distribution)
A CONCLUDING STATEMENT
 Your biography MUST NOT be copied from the internet.
 The idea of the biography is for you to learn a lot about your hero’s life, and then
summarize a lot of the information you read.
 Use MANY (at least 5) different websites, books, etc, and then you will
summarize all of the research you have done.
SAMPLE BIOGRPAHY:
Tupac Shakur: A Biography
Born with the name Lesane Parish Crooks on June 16, 1971 in East Harlem, New York, Tupac Amaru Shakur
grew up primarily on the streets of Oakland, California. Tupac stood about 5’11 tall, and often went by the
nickname Pac or Makaveli. His first breakthrough in music came in 1991 as a member of the group Digital
Underground. In the same year he received individual recognition for his album "2Pacalypse Now," but this
album was also the beginning of his notoriety as a leading figure of ‘gangsta’ hip-hop, with references to
different kinds of violence. His solo movie career also began in this year with Juice (1992), and in 1992 he costarred with Janet Jackson in Poetic Justice (1993). Unfortunately, Tupac was in trouble with the law for much
of his career: he served a 15-day jail term in 1994 for assault and battery and, in 1995, a conviction for another
assault of a female fan. He was released after serving eight months pending an appeal, but following the Tyson
vs Seldon fight in Las Vegas, Nevada, he was hit by four bullets while riding in a car driven by Death Row
Records chief executive Marion 'Suge' Knight. His right lung was removed in emergency surgery and, after six
days in a medical coma, he died on September 13th, 1996. Much of his music has become far more popular
since his death than it ever was in his life, and his memory lives on as one of the greatest rap artists of all time.
HOW TO WRITE A REFLECTION
A reflection is a very personal piece of writing which should get you to think
about and express what you have learned from working on this project, what
you would change about your learning process and how you intend to improve
for next time. It can be written almost like a journal entry.
You should include the following information:
 How did reading about this hero make you feel?
 Did reading about this person change you in anyway way? Change
the way you think? Act? Motivate you? Frustrate you? Anger you?
Upset you? How? Why?
 What have you learned about this hero or from his or her example?
 What have you learned about yourself by completing this project?
 How would you rate your performance on this project overall?
 How could you have improved your performance on this project?
 What will you do differently the next time you have a major
assignment to complete?
 What were you most proud of in your work?
CRITERIA
LEVEL 1
BIOGRAPHY RUBRIC /28
LEVEL 2
LEVEL 3
LEVEL 4
demonstrates
limited knowledge
and understanding
of content
demonstrates some
knowledge and
understanding of
content
demonstrates
considerable
knowledge and
understanding of
content
demonstrates
thorough
knowledge and
understanding of
content
T/I
Planning, examples
and explanations
(critical thinking)
Uses varied info to
create a clear
biography
/8
-uses planning skills
and processing with
limited
effectiveness
-uses critical
thinking with
limited
effectiveness
-Uses biographical
info limited
effectiveness
-uses planning skills
and processing with
some effectiveness
-uses critical
thinking with some
effectiveness
-Uses biographical
info, with some
effectiveness
-uses planning skills
and processing with
considerable
effectiveness
-uses critical
thinking with
considerable
effectiveness
-Uses biographical
info with
considerable
effectiveness
-uses planning and
processing skills
with a high degree
of effectiveness
-uses critical
thinking with a high
degree of
effectiveness
-Uses biographical
info with a high
degree of
effectiveness
Communication
Organization
Clarity
Technical errors
Uses transitional
words properly
/8
-expresses and
organizes ideas and
information with
limited
effectiveness
-uses conventions,
vocabulary, and
terminology with
limited
effectiveness
-expresses and
organizes ideas and
information with
some effectiveness
-uses conventions,
vocabulary, and
terminology with
some effectiveness
-expresses and
organizes ideas and
information with
considerable
effectiveness
-uses conventions,
vocabulary, and
terminology with
considerable
effectiveness
makes connections
within and between
various contexts
with limited
effectiveness
makes connections
within and between
various contexts
with some
effectiveness
makes connections
within and between
various contexts
with considerable
effectiveness
-expresses and
organizes ideas and
information with a
high degree of
effectiveness
-uses conventions,
vocabulary, and
terminology of the
discipline with a
high degree of
effectiveness
makes connections
within and between
various contexts
with a high degree
of effectiveness
K/U
Necessary
information
included
Comprehends task
and expectations
/8
Application
Makes connections
with structure and
purpose of
biography writing
with own ideas
/4
Opinion Piece Rubric
Category
Level Four
Level Three
Level Two
Level One
Knowledge/
Understanding
● sufficient
supporting details
included
● details relate to
and support main
idea
● main idea
consistent
throughout piece
Thinking
 incorporates
well-chosen,
persuasive, and
relevant evidence
 offers highly
insightful analysis
and evaluation of
key features based
on logical criteria
Application
● uses appropriate
language and tone
● shows a sense of
audience and
purpose
□ one clear
opinion is
expressed and is
substantially
developed by the
supporting details
□ one clear
opinion is
expressed and is
sufficiently
developed by the
supporting details
□ opinion
expressed may be
unclear, and
supporting details
do not adequately
develop stated
main idea
□ provides an
opinion that is
expressed with
limited
effectiveness
□ provides a few
details
□ incorporates
considerable wellchosen, relevant
evidence
□ uses explicit,
logical criteria to
analyze and
evaluate key
features
□ incorporates
some well-chosen,
relevant evidence
□ uses some
logical criteria to
analyze and
evaluate key
features
□ incorporates
limited relevant
evidence
□ uses limited
logical criteria to
analyze and
evaluate key
features
□ incorporates
limited relevant
evidence
□ always
demonstrates
appropriate
language and tone
□ always
demonstrates a
sense of audience
and purpose
□ consistently
demonstrates
appropriate
language and tone
□ consistently
demonstrates a
sense of audience
and purpose
□ sometimes
demonstrates
appropriate
language and tone
□ sometimes
demonstrates a
sense of audience
and purpose
□ rarely
demonstrates
appropriate
language and tone
□ rarely
demonstrates a
sense of audience
and purpose
Communication
● language
conventions
□ always
demonstrates
appropriate use of
grammatical
structures
□ always
demonstrates a
knowledge of
spelling patterns
and rules and
ability to use
resources to aid in
spelling correctly
□ always
demonstrates an
appropriate and
effective use of
punctuation
□ consistently
demonstrates
appropriate use of
grammatical
structures
□ consistently
demonstrates a
knowledge of
spelling patterns
and rules and
ability to use
resources to aid in
spelling correctly
□ consistently
demonstrates an
appropriate and
effective use of
punctuation
□ sometimes
demonstrates
appropriate use of
grammatical
structures
□ sometimes
demonstrates a
knowledge of
spelling patterns
and rules and
ability to use
resources to aid in
spelling correctly
□ sometimes
demonstrates an
appropriate and
effective use of
punctuation
□ rarely
demonstrates
appropriate use of
grammatical
structures
□ rarely
demonstrates a
knowledge of
spelling patterns
and rules and
ability to use
resources to aid in
spelling correctly
□ rarely
demonstrates an
appropriate and
effective use of
punctuation
Oral Presentation Rubric
Category
Level Four
Level Three
Level Two
Level One
Knowledge/
Understanding
● presentation
focused around a
clear central idea
or purpose
● content is
accurate, relevant,
and complete
□ always
demonstrates focus
around a clear
central idea or
purpose
□ always
communicates
accurate, relevant
and complete
content
□ consistently
demonstrates focus
around a clear
central idea or
purpose
□ consistently
communicates
accurate, relevant
and complete
content
□ sometimes
demonstrates focus
around a clear
central idea or
purpose
□ sometimes
communicates
accurate, relevant
and complete
content
□ rarely
demonstrates focus
around a clear
central idea or
purpose
□ rarely
communicates
accurate, relevant
and complete
content
Thinking
● shows creativity
and originality that
engages the
audience
● responds to
questions with
relevant, wellchosen evidence
and ideas
 Asks appropriate
and thoughtful
questions in other
presentations
□ always
demonstrates
creativity and
originality to
engage the
audience
□ always responds
to questions with
relevant evidence
and ideas
□ consistently
demonstrates
creativity and
originality to
engage the
audience
□ consistently
responds to
questions with
relevant evidence
and ideas
□ sometimes
demonstrates
creativity and
originality to
engage the
audience
□ sometimes
responds to
questions with
relevant evidence
and ideas
□ rarely
demonstrates
creativity and
originality to
engage the
audience
□ rarely responds
to questions with
relevant evidence
and ideas
Application
● delivers
presentation
smoothly (e.g. well
rehearsed)
● uses appropriate
language and tone
● shows a sense of
audience and
purpose
□ always
demonstrates a
smooth, well
rehearsed manner
□ always
demonstrates
appropriate
language and tone
□ always
demonstrates a
sense of audience
and purpose
□ consistently
demonstrates a
smooth, well
rehearsed manner
□ consistently
demonstrates
appropriate
language and tone
□ consistently
demonstrates a
sense of audience
and purpose
□ sometimes
demonstrates a
smooth, well
rehearsed manner
□ sometimes
demonstrates
appropriate
language and tone
□ sometimes
demonstrates a
sense of audience
and purpose
□ rarely
demonstrates a
smooth, well
rehearsed manner
□ rarely
demonstrates
appropriate
language and tone
□ rarely
demonstrates a
sense of audience
and purpose
Communication
 Clarity of
speaking for
specific purpose
Communicates
with high degree
of clarity, accuracy
and effectiveness
Communicates
with clarity,
accuracy and
effectiveness
Sometimes
communicates
with clarity,
accuracy and
effectiveness
Rarely
communicates
with clarity,
accuracy and
effectiveness