biography research paper rubric

Assignment Biography: Student Criteria and Rubric for Writing

Researching an Individual Aligned to Common Core Writing Standards

• Tips & Strategies
• An Introduction to Teaching
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.A., English, Western Connecticut State University
• B.S., Education, Southern Connecticut State University

The genre of  biography can also be categorized in the sub-genre of  narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person’s words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies. The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment. 

Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.

According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book  Taking Action on Adolescent Literacy:

"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).

Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict.  Students should know that a good biography is more than a timeline of events in a person's life.

The context of a person's life is important. Students should include information about the historical time period in which a subject lived and did her/his work. 

In addition, the student should have a purpose for researching another person's life. For example, the purpose for a student to research and write a biography can be in a response to the prompt:

"How does this writing this biography help me to understand the influence of this person on history, and quite possibly, this person's impact on me?"

The following standards-based criteria and scoring rubrics can be used to grade a student-selected biography. Both criteria and rubrics should be given to students before they begin their work. 

Criteria for a Student Biography aligned to Common Core State Standards

A General Outline for Biography Details

• Birthdate /Birthplace
• Death (if applicable).
• Family Members.
• Miscellaneous (religion, titles, etc).

Education/Influences

• Schooling.Training.
• Work Experiences.
• Contemporaries/Relationships.

Accomplishments/  Significance

• Evidence of major accomplishments.
• Evidence of minor accomplishments (if relevant).
• The analysis that supports why the individual was worthy of note in their field of expertise during his or her life.
• Analysis why this individual is worthy of note in their field of expertise today.

Quotes/Publications

• Statements made.
• Works published.

Biography Organization using the CCSS Anchor Writing Standards 

• Transitions are effective in assisting the reader to understand shifts.
• Ideas within each paragraph are fully developed.
• Each point is supported by evidence.
• All evidence is relevant.  
• Important terms are explained to the reader.
• Purpose of each paragraph (introduction, body paragraphs, conclusion) is clear.  
• Clear relationship between topic sentence(s) and paragraph(s) that came before is evident.

Grading Rubric: Holistic Standards with Letter Grade Conversions

(based on extended response Smarter Balanced Assessment writing rubric)

Score: 4 or Letter Grade: A

Student response is a thorough elaboration of the support/evidence on the topic (individual) including the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• Comprehensive evidence (facts and details) from source materials are integrated.
• Relevant, and specific clear citations or attribution to source materials.
• Effective use of a variety of elaborative techniques.
• Vocabulary is clearly appropriate for the audience and purpose. 
• Effective, appropriate style enhances content.

Score: 3  Letter Grade: B

Student response is an adequate elaboration of the support/evidence in the biography that includes the use of source materials. The student response adequately develops ideas, employing a mix of precise and more general language:  

• Adequate evidence (facts and details) from the source materials is integrated and relevant, yet the evidence and explanation may be general.
• Adequate use of citations or attribution to the source material.  
• Adequate use of some elaborative techniques.
• Vocabulary is generally appropriate for the audience and purpose.
• The style is generally appropriate for the audience and purpose.

Score: 2 Letter Grade: C

Student response is uneven with a cursory elaboration of the support/evidence in the biography that includes the uneven or limited use of source material. The student response develops ideas unevenly, using simplistic language:

• Some evidence (facts and details) from the source materials may be weakly integrated, imprecise, repetitive, vague, and/or copied.
• Weak use of citations or attribution to source materials.
• Weak or uneven use of elaborative techniques.
• Development may consist primarily of source summaries.
• Vocabulary use is uneven or somewhat ineffective for the audience and purpose.
• Inconsistent or weak attempt to create the appropriate style.

Score: 1 Letter Grade: D

Student response provides a minimal elaboration of the support/evidence in the biography that includes little or no use of source material. The student response is vague, lacks clarity, or is confusing:

• Evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used. 
• Insufficient use of citations or attribution to the source material.
• Minimal, if any, use of elaborative techniques.
• Vocabulary is limited or ineffective for the audience and purpose.
• Little or no evidence of appropriate style.
• Insufficient or plagiarized (copied without credit) text.
• Off-topic. 
• Off-purpose.
• Content Area Nights that Create Opportunities for Parent Engagement
• How Scaffolding Instruction Can Improve Comprehension
• Group Project Grading Tip: Students Determine Fair Grade
• Building an Effective Classroom
• Pros and Cons to Flexible Grouping in Middle and High School
• Tips to Cut Writing Assignment Grading Time
• Elie Wiesel's Speech for Holocaust Units
• 10 Strategies to Boost Reading Comprehension
• Cooperative Learning Versus Traditional Learning for Group Activities
• The Many Purposes of Education
• Creating and Scoring Essay Tests
• How John Lewis' "March" Trilogy Can Teach Students About Civil Rights
• 5 Keys to Being a Successful Teacher
• Teacher Housekeeping Tasks
• Use Song Lyrics (with Caution) to Teach Figures of Speech
• Creating Effective Fill-in-the-Blank Questions

In terms of bang for your buck, a biography research report packs a punch. It covers a wide range of standards-based skills, and it’s a meaningful student-centered project. Each step of the biographical writing process is outlined below, allowing you to make the most of every minute of instructional time.   

Introduction

Kick off the assignment by breaking down the term biography. Lead students in a discussion about the word parts bio and graph. You can also take a moment to focus on the differences between a biography and an autobiography by discussing the meaning of the word part auto.  Click here to read more about adding roots, prefixes, and suffixes to your curriculum.

Mentor Text

Start the biographical writing process by examining a mentor text. Mentor texts are pieces of writing that students can return to and reread for different purposes. They are texts that can be studied and imitated. To make sure you don’t overwhelm your students or bombard them with unnecessary information, select a short biographical excerpt (I use the John Muir chapter from Home of the Brave: An American History Book for Kids: 15 Immigrants Who Shaped US History ). After reading through the biographical excerpt together as a class, analyze the major components of a biography using discussion questions that you have prepared ahead of time. Focus your mentor text questions on content, structure, and connection. Three example questions are provided below. 

Text Content: What details does the author provide to begin the biography?

Text Structure: How is the information in the text organized? 

Text Connection: Which elements from this text would you like to include in your biography?

Biography Research Guide

Completing a biography research guide will help your students remain focused and on task. The format and structure of the research guide is based on the needs of your students. Hopefully, the items listed below will point you in the right direction.  

Cover Page : It’s important to review the meaning of the term biography and require students to think critically about who they will research and why. Giving students room to pick the person they will research and write about is what makes this assignment student-centered. Even picking from a list of figures provides students with a sense of choice, helping them take ownership of their learning.  

Things To Keep In Mind : Include a page that reviews important details and things to keep in mind during the research and writing process. You may also want to  include space for students to record due dates.

Bibliography : A bibliography template with space to record source information is helpful for students to utilize while researching.

Research Template : Guide students through the research process with a comprehensive research template.  In order to assist students in crafting a successful biography, include specific criteria for  students to fill in while researching. 

After completing the research portion of the project, your students will be prepared to start writing their biographies. Providing your students with a structured step-by-step outline will ensure that each paragraph of their biography is organized and focused.  

Essay Template

An essay template is nice to have on hand for students that might be struggling with the writing process. It can also be used as a whole-class activity before independent writing begins. Modeling the writing process for students will ease the feelings of stress and provide your students with a roadmap for success. Observing others plays a vital role in how we acquire new knowledge and skills. When applied to this particular project, analyzing the mentor text and modeling the writing process are two ways in which observational learning can be applied.  

“Observing others plays a vital role in how we acquire new knowledge and skills.”  Albert Bandura, Social Learning Theory   

Editing Checklist

An editing checklist is extremely helpful for peer or independent editing. Ideally, the checklist will include the assessment of essay content, structure, grammar, capitalization, punctuation, and spelling. The revising process is something that students will develop over time. Providing students with an editing checklist is a helpful learning scaffold until students feel comfortable revising their work independently. 

Students need to start with the end in mind. Reviewing the rubric before starting the research and writing process gives students a clear understanding of the project expectations.

In addition to reinforcing research and writing skills, the biography project will provide your students with an opportunity to think critically about an influential figure and how they might apply some of the lessons learned to their own lives.  

Are you ready to incorporate a biography research report into your curriculum, but don’t have the time to create all of the necessary components? Click here to download everything you need from Literacy in Focus on TpT.  Printable and digital formats are included! 

This post contains affiliate links. Click here to read my affiliate policy .

• help_outline help

iRubric: 3rd Grade Biography Research: People Who Make A Difference rubric

      '; }         delete   Do more...

Rubric Code: By Ready to use Public Rubric Subject:    Type:    Grade Levels: K-5

People Who Make a Difference

A Biography Study: Using Role-Play to Explore Authors' Lives

• Resources & Preparation
• Instructional Plan
• Related Resources

Dramatizing life stories provides students with an engaging way to become more critical readers and researchers. In this lesson, students select American authors to research, create timelines and biopoems, and then collaborate on teams to design and perform a panel presentation in which they role-play as their authors. The final project requires each student to synthesize information about his or her author in an essay.

Featured Resources

ReadWriteThink Timeline Tool : This interactive tool can be used with any lesson requiring students to create a timeline.

K-W-L-S Chart : Students can use this chart to help guide their inquiry process in a variety of different lesson types.

From Theory to Practice

• Role-play is one technique that has the potential to generate excitement and engagement as students explore the past.
• The process of studying a person's life story and performing as if one were that person is rooted in the institution of Chautauqua. The Chautauqua institution began as an adult education movement in the late 1800s and early 1900s.
• The role-playing technique used in this lesson is an excellent introduction to Chautauquan tradition, as it uses a similar, but less arduous process of historical investigation and presentation of biography.
• Biographies can provide role models for learning new attitudes and behaviors. They can help promote an appreciation of diversity, giving students a renewed inspiration to promote equality and justice.
• Biographies provide an interesting way to practice interpreting data for biases, embellishments, or deletions. Students learn to assess the quality of a biography by noting if it has sufficient and trustworthy references, a balanced portrayal of the subject, and an explicit identification of which parts are true and which parts are fictionalized.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Bridging the Gap: Group Work Rubrics and Checklists
• Essay Rubric
• Timeline Rubric
• Author Panel Presentation Rubric
• Biography Project Discussion Questions
• American Authors: Biography Assignment Sheet
• Critical Evaluation of a Website
• How to Write a Biopoem
• K-W-L-S Chart
• Biography Project Suggestions
• Peer-Editing Instructions
• Notes and Source Card Guidelines
• Guidelines for Preparing a Script for the Panel Discussion

Preparation

1.	Bookmark the ReadWriteThink on school computers to assist students in creating their timelines. Ensure that the program is running and printing properly. (If you experience difficulty, make sure that computers have the most recent version of the Flash plug-in, which can be downloaded for free from the ReadWriteThink page.)
2.	Bookmark and review the essays on the website, which includes essays written by students. Although the website is no longer accepting submissions, you can still use it as a model for your students' essays.
3.	Prepare a student sign-up sheet for students to use when selecting their authors to research. Each student will need to select a different author; this sheet will help to avoid duplications.
4.	Bookmark the on the computers, and confirm that they are available and appropriate for your students (see Resources). In addition, screen and bookmark any other websites that provide information about the authors your students will be researching.
5.	Preview the various available with this lesson, and modify them to meet the needs of your students (see Resources).
6.	Preview the sample questions for the author mixer discussion, and prepare any others that you would like to use during that session (see After Reading, Author mixer).
7.	Preview the available with this lesson and modify them, as necessary, to meet the needs of your students (see Resources). Access and to find or create other assessment rubrics to use with this lesson.

Student Objectives

Students will

• Learn about important American authors by researching their lives and sharing research with peers
• Develop research and inquiry skills by researching an author's life, examining the impact of culture on the author's life, and evaluating biographical material for bias, embellishments, or deletions
• Improve their communication skills by presenting an author to the class, listening to other students present their authors, and working collaboratively in groups to plan panel discussions
• Enhance their use of technology by using the Internet to research an author, post a written report, and prepare supplemental visuals to complement their panel presentations
• Improve their critical reading skills by evaluating websites and resource materials for accuracy and selecting information to include in their presentations
• Improve their writing skills by researching an American author, writing a brief report, and peer editing and revising their work

Before Reading

1.	Have the class brainstorm a list of American authors from your prior readings, along with any other American authors that they would like to include.
2.	Ask each student to select one author to research. Be sure that there are no duplications within a class. As students make their selections, have them sign-up on your master list.
3.	Have students visit the school library or media center to find and select biographies on their authors, or provide a list of preapproved biographies from which students can choose.
4.	Direct students to begin a , filling out what they about the author and what they to know. [While reading the biographies and researching their authors, they will continue filling out this chart with what they and what they want to know.]
5.	Hand out and discuss the , previewing the project and supplying dates for the author mixer and panel presentations.

During Reading

1.	Instruct each student to keep a log while reading the biography to include important details about the author's life, interesting incidents, and at least five favorite quotes. [Logs should be collected and reviewed three times during the time allotted for reading the biographies.]
2.	Remind students to continue updating their with information they and want to know while reading.
3.	Direct students to create timelines of the authors' lives. Distribute and review the to make sure that students understand your expectations for this part of the project. They should begin by taking notes on key events, and then use the interactive to arrange the information on a graphic organizer. The finished timeline should be printed and brought in on the day of the author mixer.
4.	Each student will need to create a visual display for his or her author. While reading, they can begin working on this part of the project by reviewing the and beginning to compile their materials. The visual display will need to be completed and used as part of the panel presentation.
5.	Students should begin thinking about how they will portray their authors with costumes or props during the author mixer and panel presentation.
6.	Students should begin supplemental research on their authors using the Internet. Depending on the students' technology level, this research may be done at home or in the media center or computer lab with guided assistance. Possible websites to explore include: . This site includes biographies of women who contributed to our culture. Searching by subject, students can narrow the list to women known for their "literature and poetry." . Students can access a collection of teacher-reviewed websites on a select group of American writers. . By searching for "American writer," this site provides a selection of close to 300 authors. . This site features slightly longer biographies and a section on each subject's most notable works or milestones. Students can browse "Literature" to find a selection of writers. Students can also use other print resources to supplement their biography research. As they are working, they should complete the form to verify the accuracy and credibility of each source, and refer to the to gather and organize their notes.
7.	Student will write biopoems about their authors (see the sheet) and complete the for use later in the lesson when meeting with their groups about the panel presentation.

After Reading: Author Mixer

1.	When the biography readings, timelines, and logs are complete, remind students of the author mixer.
2.	Have the class meet in a room with plenty of space for students to walk around and mingle. Remind students to stay "in character" throughout the session. As they greet each other, they should introduce themselves as the authors, and then either quote a few significant passages or give brief information about their authors. [Note: Birth and death dates or other "dry" data should not be used during the author mixer.]
3.	Allow students to mingle in this way for a few minutes and then call "freeze," at which time students should pair up with another author and discuss one or more of the following questions: [These questions have been prepared in advance, but you may also have students brainstorm a list of questions to use during the author mixer instead.]
4.	After each author has shared for 1 to 2 minutes, students can begin to mingle again until they are told to "freeze." Each time the class "freezes," students must find a different author partner.
5.	Allow a full session for this activity, or as long as it takes for students to "meet and greet" all of the other authors.

Panel Presentation

1.	After the author mixer, instruct students to gather in groups of four to five students each (depending on class size), with other authors that they would like to learn more about or that their authors would find intriguing or controversial.
2.	Have students in each group read aloud their biopoems and use the previously completed biography project discussion questions and timelines to share additional information about their authors. [Collect and display the biopoems and timelines on an "author wall."]
3.	Distribute the and review the expectations for this part of the project. Ask students if they have any questions before beginning work in their groups.
4.	Students should work together in their groups to prepare scripts to use during their panel presentations (see the ). Scripts will be collected after the presentation.
5.	Assist groups in developing questions or topics that their authors can respond to during the panel presentation. Groups may elect to focus their discussion on a single issue such as "freedom and slavery" or the "American dream," revealing each author's attitude toward that topic. Other possible themed panel topics include:
6.	Have each group designate one author as the host for the "show," with the other authors appearing as guests.
7.	On the day of the presentation, students should bring their costumes or props to again portray their authors. Set up desks at the front of the room for the presenting authors to sit, and ask the "audience" to take notes on each author as the presentations are given. For further involvement, you may have students in the "audience" use a graphic organizer to compare and show relationships between authors and ideas. In addition, have students display their visuals on the "author wall" or set up an area for students to arrange their projects so that others can see them.

Author Essay

Have each student write a brief biographical sketch about his or her author. The essays on the U.S. Literary Map Project website can serve as models for students' work. Allow students to explore the site, but also provide them with guidelines for their assignment (i.e., the Essay Rubric ), since the online samples vary in length and content. You might ask students to write their essays as if they were going to submit them to the site. While writing of the essay can be done for homework, set aside part of one class session for peer editing. Students should use the Peer-Editing Sheet and the Essay Rubric to guide their evaluations. A final copy of each essay should be submitted both electronically and as a hard copy. After you review the essays and have students make any further revisions, as needed, upload them to the website per the instructions provided.

As extensions to this project, you can have students use the online Bio-Cube tool to summarize what they have learned about their authors. They can then:

• Write a more formal research paper on the author
• Present their information in other dramatic ways, such as by acting out an exciting scene in the person's life or telling the story dressed as the person
• Prepare a slide show or PowerPoint presentation on the author
• Read and report on a book written by the author
• Write a poem or song about the person's life
• Script a news program about the person's life
• Write a letter to the editor persuading the public about an issue that was significant in the person's life
• Write a children's version of the person's life

Student Assessment / Reflections

• Use the Timeline Rubric , Essay Rubric , and Author Panel Presentation Rubric to assess the student's work during the lesson. Several rubrics are available at Bridging the Gap: Group Work Rubrics and Checklists for assessing group work. Rubistar can also be used to find or create rubrics for this lesson.
• Periodically evaluate the reading logs, K-W-L-S charts , and notes to ensure that students are completing the project as expected.
• Teacher observation should also be a part of the assessment for this lesson. Watch to see that groups are working equitably on their panel presentations and are not wasting time. You will also want to observe students during the author mixer to gauge their interactions with one another and knowledge of the authors they have been researching.
• Self- and peer-editing should be used for the written essay (see Peer-Editing Sheet ).
• Calendar Activities
• Student Interactives
• Lesson Plans

Students generate descriptive timelines and can include images in the description.

Add new comment

• Print this resource

Explore Resources by Grade

• Kindergarten K

Easy Peasy All-in-One High School

An extension of easy peasy all-in-one homeschool.

Biography Rubric

100 points possible

• 5 points: Birth Date/Birthplace
• 5 points: Death Date/Place of Death
• 15 points: Early Influences (Must include 3 events that influenced the individual.)
• 15 points: Education (Must include its role or significance in later life.)
• 20 points: Major Accomplishments (Must provide dates if applicable.)
• 20 points: Significance (Must explain why this individual is worthy of note in their field of expertise.
• 15 points:  Grammar and Spelling (Each error results in one point off.)
• 5 points: Neatness

Adapted from Georgia Virtual Learning rubric pdf

Learning Goals

• As you work on your biography presentation, use this rubric to help you do your best work.

Biography Presentation Rubric—Middle School

My biography has a theme that reflects what is unique, interesting, and important about the person I am writing about.	My biography attempts to have a theme but generally just has a topic.	My biography has a topic, rather than a theme.	My biography is about many different topics.
My biography includes a wide variety of relevant, concrete details.	My biography includes relevant, concrete details.	My biography includes some concrete details.	My biography includes very few concrete details.
I use my own experiences and knowledge to draw reasonable conclusions about the facts of the person’s life that relate to my biography’s theme.	I use my own experiences and knowledge to draw some conclusions about the facts of the person’s life.	I try to draw some conclusions about the person’s life, but I include mostly known facts and conclusions.	My biography includes only known facts.
I get information for my biography from a variety of credible primary and secondary sources.	I get information for my biography from at least three credible sources.	I get information for my biography from two or fewer sources, and some of my sources are not very credible.	I get information for my biography from just one source, or the sources I use are all of questionable credibility.
I cite all my sources correctly, including those that I paraphrase and quote directly.	I cite all my sources, including those that I paraphrase and quote directly. I may have some minor errors in citation form.	I cite most of my sources, but I do not cite those that I paraphrase. I have some errors in citation form.	I do not cite several of my sources, and I have many errors in citation form.
My biography has a title and introduction that presents the theme and makes the audience curious. It also has a conclusion that makes an important statement about the theme.	My biography has a title and introduction that introduces the theme. It also has a conclusion that emphasizes the theme.	My introduction and conclusion do not enhance the theme of my biography.	My biography is missing an introduction, a conclusion, or both.
I use transitions effectively to connect ideas, sentences, and paragraphs.	I use transitions to connect ideas, sentences, and paragraphs.	I try to use transitions to connect ideas, sentences, and paragraphs, but sometimes my writing is awkward and choppy.	I rarely use transitions to connect ideas, sentences, and paragraphs, and my writing is often awkward and choppy.
I use powerful, concrete language to communicate my biography’s theme.	I use concrete language to communicate my biography’s theme.	I sometimes use concrete language, but most of my biography is vague and general.	The language in my biography is vague and general.
I used a variety of features of the media I chose for my biography to enhance and effectively support my biography’s theme.	I used features of the media I chose for my biography to effectively tell a story.	I used some features of the media I chose for my biography effectively.	I used very few features of the media I chose for my biography effectively.
My biography has no errors in grammar or mechanics.	My biography has no errors in grammar or mechanics that detract from the theme.	My biography has some errors in grammar and mechanics that detract from the theme.	My biography has so many errors in grammar and mechanics that my audience has difficulty understanding it.

No Alignments yet.

Cite this work

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Biography Writing Assessment Rubric

Subject: English

Age range: 10 - 12

Resource type: Assessment and revision

Last updated

22 February 2023

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

An assessment rubric for biographies or autobiographies. The document is in Word format allowing teachers to make changes.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Cricket Biography Research Paper Project — Secondary PE ELA — CCSS Rubric

• Easel Activity Frequently assigned

Also included in

Description

The comprehensive cricket biography research guide equips students with the tools to learn about and write about significant figures in cricket history. This cricket biography research writing guide shepherds the research process, guiding students from initial planning to a polished final product through thoughtful planning, outlining, and engaging writing activities.

Explore the captivating stories of cricket's most famous players who have left an indelible mark on the sport. With the cricket biography research guide, students will develop valuable research skills while delving into the rich history of cricket.

Ignite a passion for learning and writing as students embark on an exciting journey of discovery. Unlock the potential of cricket biography research with this comprehensive guide.

A “10-second sub plan” (just print and drop on your desk!) or the basis of a weeks-long research unit, this product includes (See PREVIEW):

• The Basics of MLA Style PowerPoint presentation to assist with essay formatting teaching
• A research essay writing assignment handout that includes essay requirements, a due date calendar, research essay writing tips, a peer edit checklist, and standards-based grading rubric
• A link to an editable rubric that allows for grading customization and seamless integration into Google Classroom and many other Learning Management Systems (LMS's)
• A cricket subject research planning and note-taking activity that assists students on selecting a research subject and includes instructions for straightforward background research, a symbolic art activity, and a space to cite quality sources and record notes
• A research essay outlining activity, where students can use their notes to construct the building blocks of their biographical research essay
• All 6-pages of this lesson are provided in grayscale and full-color versions

UPGRADE TO THE "TEAM SPORTS" OR "12-SPORTS" BUNDLE , and provide your students with additional research options! In addition to this product, these bundle also includes:

• UP TO ELEVEN additional sports-related research guides
• A "Sports Research Activities" presentation to kick off the topic selection process and introduce required tasks and assignments
• A formal presentation assignment that includes presentation requirements, speaking tips, peer-edit checklist, and Common Core aligned rubric

RESEARCH GUIDES:

Abolitionists : Actors : Actresses : The American Civil War : The American Revolution : American Wild West : Ancient Rome : Artists : Auto Racing : Baseball : Basketball : Boxing : British Prime Ministers : California : Canadian Prime Ministers : Civil Rights : Classical Music : Colonial America : Country Music : Cricket : Explorers : Florida : Filmmakers : Football : Georgia : Golf : Great Depression : Hip Hop : Hockey : Illinois : Inventors : Jazz : Journalists : The Korean War : LGBTQ : Michigan : Monarchs : Motown : Musical Theatre : New York : North Carolina : Novelists : Ohio : Olympics : Pennsylvania : Philosophers : Playwrights : Poets : Pop Music : Rock ‘n’ Roll : STEM Innovators : Soccer : Space Exploration : Spring Break : Summer Vacation : Tennis : Texas : United States Presidents : The Vietnam War : World War I : World War II : Women’s Rights : X-Games : 12-Sport Biography Bundle : 50 Topics Bundle : Famous Leaders Bundle : Significant War Figures Bundle : Individual Sports Bundle : The Legends of Music Bundle : People Who Changed the World Bundle : Team Sports Bundle : Significant Artistic Figures Bundle

LESSONS AND UNITS:

A Christmas Carol Complete Unit Bundle : Choice Reading Unit : Common Core Essay Rubrics Collection : Create Your Own Superhero Project : Daily Writing Prompts Bundle : Experiential Learning Projects Bundle : Family Narrative Bundle : Great Expectations Complete Unit Bundle : Growth Mindset Writing Prompts : Horror Writing Workshop : Latin Vocabulary Bundle : Literary Devices: Creative Writing Prompts : Literary Devices: Creative Writing Worksheets (FREE) : Literary Terms Units Bundle : Mystery Writing Workshop : Narrative Guides: 6-Genre Creative Writing Bundle : Research Guide: 50 Topics Bundle : Research Unit Bundle : SAT Words of the Day Bundle : Seasonal Narrative Guides: 7-Holiday Creative Writing Bundle : Song Lessons: Analyzing Literary Devices Through Pop Music : Student Choice Biography Research Project : Theme Essay Workshop : To Kill a Mockingbird Complete Unit Bundle : Tragedy Writing Workshop : Writing Literary Analysis Bundle

EASEL BY TpT RESOURCE:

Student assignments for this resource are available as EASEL by TpT activities, which create a seamless link between our content and your learning management system (LMS). Additionally, all of our EASEL activities are immediately ready for student use; no prep work  is required on your end! Simply grab the link and go. NOTE: to access other resource files for this product (presentations, rubrics, Google Forms, answer keys, terms of use, or teacher notes) be sure to download the product PDF.

FILE FORMATS:

All The Language of Educational Art’s research guides are provided in PowerPoint Show and print-ready, bookmarked, and adjustable PDF files. All of my resources can accommodate many digital delivery strategies . Please contact me if different file types or page edits are desired. I can accommodate most requests within 24 hours.

L-EA’S CLASSROOM:

The Language of Educational Art produces ready resources for the overworked English teacher. All L-EA content is created to be straightforward, engaging, digital-delivery ready, and clear enough for a “10-second sub plan.” If there is content you wish I had, let me know and I’ll create it. Easier still, give me a follow and enjoy my store .

EMAIL: [email protected]

60 FREE PROMPTS? Join my newsletter!

Questions & Answers

The language of educational art.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think